Certificate Programmes by Kürşat CESUR
COMU SEM, 2024
Theoretical information can be forgotten and should be practiced sometimes. This MOOC makes easie... more Theoretical information can be forgotten and should be practiced sometimes. This MOOC makes easier to turn your English Language Teaching knowledge into practice. However, English Language teachers can struggle with where, when, and how to start remembering. Therefore, this video lectures were prepared to help English Language teachers to reach all the information taught during their undergraduate years. This course will enhance teaching capabilities of English Language Teachers to explore the effectiveness of current approaches in ELT, implementation of innovative and inclusive teaching styles, determination of the effectiveness of technology in ELT and creation of a personalized learning experience. Satisfaction Survey at the end of the course is just for academic purpose. By answering its questions, you voluntarily agree to participate in the research of this project. Participants’ personal information will be kept confidential.
This course is the product of a National Project which is supported by “International Association of Educational Researchers” (ULEAD). In the scope of the cooperation protocol between ULEAD and Çanakkale Onsekiz Mart University, this course is FREE for all participants. The project team and project partners can be seen as in the following:
Assoc. Prof. Dr. Kürşat Cesur, Çanakkale Onsekiz Mart University (Project Coordinator)
Prof. Dr. Dinçay Köksal, Çanakkale Onsekiz Mart University (Research Expert)
Assist. Prof. Dr. Fatih Kana, Çanakkale Onsekiz Mart University (Research Expert)
Lecturer Mustafa Kemal Şen, Kütahya Dumlupınar University (Research Expert)
Lecturer İrem Gökçe Tan Yıldız, Amasya University (Research Expert)
Lecturer Fatma Tugcehan Bingöl, Istanbul University (Research Expert)
Lecturer Emre Uygun, National Defence University (Research Expert)
Lecturer Emel Nur Er, National Defence University (Research Expert)
Lecturer Aysun Karpuzoğlu İzmir Demokrasi University (Research Expert)
Gökçe Nur Türkmen, Çanakkale Onsekiz Mart University (Researcher)
Özge Can Ceylan, Çanakkale Onsekiz Mart University (Researcher)
Seviye Toprak, Çanakkale Onsekiz Mart University (Researcher)
Aleyna Yavuz, Çanakkale Onsekiz Mart University (Researcher)
Beste Sezen, Çanakkale Onsekiz Mart University (Researcher)
İlayda Ergün, Çanakkale Onsekiz Mart University (Researcher)
Said Yasir Karaman, Çanakkale Onsekiz Mart University (Researcher)
Eray Deniz Çetin, Çanakkale Onsekiz Mart University (Researcher)
Melek Alp, Çanakkale Onsekiz Mart University (Researcher)
Hilal Alten, Çanakkale Onsekiz Mart University (Researcher)
Sude Uyğun, Çanakkale Onsekiz Mart University (Researcher)
Büşra Tiryaki, Çanakkale Onsekiz Mart University (Researcher)
Zeynep Betül Aydın, Çanakkale Onsekiz Mart University (Researcher)
Selin Cengiz, Çanakkale Onsekiz Mart University (Researcher)
Gökçe Su Balkan, Çanakkale Onsekiz Mart University (Researcher)
İrem Gürbüz, Çanakkale Onsekiz Mart University (Researcher)
After completing all the lessons, please answer the questions at the end of the course to get your certificate.
Kind Regards
https://esertifika.comu.edu.tr/tr/sertifika/melted-mooc-for-english-language-teacher-education-338
Assoc. Prof. Dr. Kürşat CESUR
Project Coordinator
Okul Öncesi Dönemde İngilizce Öğretimi Sertifika Programı
ÇOMU Sürekli Eğitim Merkezi, 2021
Çanakkale Onsekiz Mart Üniversitesi Sürekli Eğitim Merkezi tarafından düzenlenen sonunda eğitim s... more Çanakkale Onsekiz Mart Üniversitesi Sürekli Eğitim Merkezi tarafından düzenlenen sonunda eğitim sertifikası alacağınız, pdf. kitabımın ve daha birçok ücretsiz kaynağın, 16 adet videonun, 1 canlı dersin olduğu bu programa aşağıdaki linkten ulaşabilirsiniz. https://esertifika.comu.edu.tr/sertifika/okul-oncesi-donemde-ingilizce-ogretimi-sertifika-programi-218 Link açmazsa https://esertifika.comu.edu.tr adresindeki kurslar arasından bulabilirsiniz.
Instagram @tenten4kids kanalımda tüm sorularınıza yanıt bulabilirsiniz. YouTube TenTen 4 Kids kanalını da takip edebilirsiniz. Sevgiler.
Books by Kürşat CESUR
Challenges in Teacher Education: Pedagogy, Management, and Materials, 2025
Foreign language teaching goes through considerable changes and challenges currently observed in ... more Foreign language teaching goes through considerable changes and challenges currently observed in content development, teaching methods, and techniques modernization. Integration of the competence approach, introduction of intercultural learning stands out among many other contemporary issues in teacher education worldwide. English language proficiency together with global and cultural awareness, high level of intercultural competence ensures the necessary platform and required background for professional development of future teachers of English. By highlighting the importance of these competencies, this chapter aims to clarify the essential role of global awareness and intercultural competence in teacher education, identifying both the obstacles that hinder their development and the strategies that can overcome these barriers. Thus, this chapter addresses the challenges and innovative solutions within the realms of pedagogy, management, and materials development, offering a comprehensive guide for educators, policymakers, and institutions.
Vizetek Yayıncılık, 2023
Oyun, çocuklar için en iyi öğrenme aracıdır. Çocuklar sadece dil öğrenmek
için okula gitmezler. O... more Oyun, çocuklar için en iyi öğrenme aracıdır. Çocuklar sadece dil öğrenmek
için okula gitmezler. Onlar için temel motivasyon kaynağı eğlenerek öğrenmektir. Bu kitap çocuklara yabancı dil öğretiminin temellerini, teorik altyapısını, çocuklarla kullanılabilecek birçok pratik oyun ve etkinlikleri ve bu oyun ve etkinliklerle ile ilgili öğretmen adaylarının görüşlerini içerir.
Türkiye’de yabancı dil öğrenenlerin büyük çoğunluğunun İngilizce öğrendikleri düşünüldüğünde kitap daha çok İngilizce öğretilirken dikkat edilen yöntem, teknik ve aktiviteleri içerir. Ana dil gelişiminde de faydalı olabilecek tüm bu teorik bilgiler, oyunlar ve etkinlikler; okul öncesi, ilkokul ve ortaokul seviyelerinde yabancı dil öğretimi için kullanılabilir. Kitap akademisyenler ve öğretmen adayları için de birçok teorik bilgi ve pratik uygulamaları bünyesinde barındırdığından önemli bir kaynak niteliğindedir. Ailelere, öğretmenlere ve dahi tüm kullanıcılara kolaylık sağlaması açısından oyunlar ve etkinliklerin açıklamalarının yanında, QR kodları
verilmiştir. QR kodlarının yönlendirdiği kaynaklar, videolar ve görsellerle desteklendiği için etkinliklerin anlaşılması daha kolay olacaktır. Bu anlamda kitap kuram ve uygulama arasında köprü niteliği taşımaktadır.
Bu kitabın planlanmasında, oluşumunda ve son haline gelmesinde desteklerini esirgemeyen Çanakkale Onsekiz Mart Üniversitesi, İngiliz Dili Eğitimi Anabilim Dalı Doktora öğrencilerinden Leyla DENİZ ERTAŞOĞLU, Kubilay KAZANCI, Miranda KARJAGDİ ÇOLAK, Rabia BÖREKCİ, Senanur ÇINAR, Temel Serdar YILMAZ, Şükran TÜRKMEN ÇİÇEK ve Zeynep ÖZEKİNCİ’ye; Yüksek Lisans öğrencilerinden Emre UYGUN, Said Yasir KARAMAN, Ece Aslıtürk ALADAĞ, İlayda ERGÜN, Gökçe Nur TÜRKMEN ve Emel Nur ER’e; adını sayamadığım, 2018 yılından bu yana TenTen 4 Kids YouTube kanalı için hazırlamaya başladığımız eğitsel videoların her birinde görev alan Çanakkale Onsekiz Mart Üniversitesi mezunu kıymetli öğretmenlerime; ayrıca kitabı yazarken göstermiş oldukları sabır, motivasyon ve destek için sevgili eşim Öğr. Gör. Çiğdem CESUR’a, oğlum Vatan’a, kızım Gönül Aykız’a sonsuz teşekkürlerimi sunarım.
Öğrencileriniz ya da çocuklarınızla eğlenceli vakitler geçirmeniz dileğiyle…
Doç. Dr. Kürşat CESUR
Pegem Akademi, 2021
Farklı bireyler ya da toplumlar arasında kültürlerarası iletişimin kurulabilmesi ve bunun yanı sı... more Farklı bireyler ya da toplumlar arasında kültürlerarası iletişimin kurulabilmesi ve bunun yanı sıra bireylere iş, ekonomi ve eğitim alanlarında avantaj sağladığı için Dünya’da ortak dil olarak kabul edilen İngilizce’yi bilmek ve aktif kullanabilmek günümüzde büyük önem arz etmektedir (Akalın & Zengin, 2007). Ülkemizde ise yabancı dil eğitimine verilen önem gün geçtikçe artmaktadır. Nitekim yabancı dil kurslarının, İngilizce uygulamaların ve okullardaki İngilizce ders saatlerinin arttırılması gibi çalışmaların yapılması toplumdaki yabancı dil öğrenimine yönelik artan talebi göstermektedir (Kerimoğlu & Deniz, 2020). Türkiye’de İngilizce yabancı dil eğitimine, ilkokul ikinci sınıfta başlanmaktadır. Yabancı dil eğitimine erken yaşlarda başlanması ve kesintisiz olarak devam edilmesi dil öğrenimi açısından son derece önemlidir (Karail, 2001). Dolayısıyla, yabancı dil eğitiminde yaşanabilecek kesintilerin bu süreci olumsuz yönde etkileyeceği açıktır. Bu açıdan, geçen sene meydana gelen ve devam eden pandemi süreci, yabancı dil eğitim sürecinin devamlılığını sekteye uğratmaktadır. Yaşanan bu süreçte hem öğretme hem de öğrenme açısından farklı sorunlarla karşılaşılması yabancı dil eğitiminin tam olarak amaçlanan hedeflere ulaşmasına engel teşkil etmektedir.
Paradigma Akademi Kitabevi Yayınları, 2018
Anlamlı ve akıcı cümlelerin kurulabilmesi için bağlaçların kullanılması hem konuşma dilinde hem d... more Anlamlı ve akıcı cümlelerin kurulabilmesi için bağlaçların kullanılması hem konuşma dilinde hem de yazı dilinde çok önemlidir. Düşünceleri, ifadeleri ve cümleleri birbirine bağlayan bağlaçlar günlük hayatımızda sıkça karşımıza çıktığı gibi, akademik makalelerde ya da günümüzde her kesimin ihtiyaç duyuduğu yabancı dil sınavlarında da bilmemiz gereken önemli konulardan biridir. Bağlaçlar merkezi sınavların neredeyse en önemli konusudur. TOEFL, YDS, YÖKDİL, LYS, vb. sınavlarda Boşluk doldurma, Cloze Test, Cümle tamamlama, Çeviri, Paragraf tamamlama, Bütünlüğü bozan cümle, Eş anlamlı cümleler gibi soru türlerinde sıklıkla ihtiyaç duyduğumuz bağlaçlar bilgisi sınavlarda başarının anahtarı niteliğindedir. Bağlaçların yeterince bilinmemesi hem anlamayı hemde sınavdaki tüm soru tiplerini doğrudan olumsuz etkiler. Çeviri çalışmalarında da sıklıkla başvurabileceğiniz bu kitapta İngilizce’de kullanılan yaklaşık 220 bağlaç (linking words: conjunction - transition - adverb) bulunmaktadır. Yaklaşık 220 bağlaçlık bu liste akademik metinlerin taranmasından sonra oluşturulmuştur. Kitapta, her bağlaç sözlük niteliğinde alfabetik olarak sıralanmıştır. Kitaptaki bağlaçların dilbilgisel işlevi (Grammatical Function), ne ile ilgili olduğu (Basic Relation), eş anlamlı kelimeleri (Synonyms), Türkçe Kısa Açıklaması ve İngilizce örnek cümleleri ve bu cümlelerin Türkçe çevirileri bulunmaktadır. Kitaptaki otantik cümleler çeviri derslerinde de örnek niteliğinde kullanılabileceği gibi, her biri 360 tane akademik makale ya da kitaptan özenle seçilen cümlelerdir. Kitap sadece okuduğunu anlama için değil, etkin yazma ve çeviri için de yardımcı kaynak olarak kullanılabilir. Kitabın oluşmasında örneklerinden yararlandığım tüm yazarlara teşekkürü borç bilirim. Onların yayınları olmasaydı, bu kitap ortaya çıkmazdı. Kitabın tüm okurlarına faydalı olması dileğiyle…
Papers by Kürşat CESUR
Novitas-ROYAL (Research on Youth and Language), 2025
This study compares the views of English as a Foreign Language (EFL) teachers from Türkiye and Ka... more This study compares the views of English as a Foreign Language (EFL) teachers from Türkiye and Kazakhstan on the fundamental aspects of English language teaching (ELT). As English gains prominence in global communication, understanding EFL teachers' pedagogical knowledge, content knowledge, and personality traits across different contexts is vital for enhancing teaching practices. Adopting a comparative qualitative design, data were collected from 107 in-service EFL teachers (50 from Türkiye, 57 from Kazakhstan) via an online survey with open-ended questions. Thematic analysis revealed six core themes: emotional commitment, pedagogical knowledge, content knowledge, continuous professional development, personality traits and professional dispositions, and student-centeredness. Both groups valued emotional commitment, pedagogical, and content knowledge; however, contextual differences emerged. Turkish teachers emphasized personal traits such as resilience and patience, while their Kazakhstani counterparts focused on content expertise and ongoing development. The study highlights how regional factors influence teacher perspectives and offers implications for tailoring EFL teacher education programs to context-specific needs in both countries.
International Journal of Research in Teacher Education, 2025
English language teachers often find themselves in a setting much like a football match where the... more English language teachers often find themselves in a setting much like a football match where the ultimate aim is to score a GOAL: helping students learn English. To achieve this, EFL teachers draw on a wide range of practices and personal values. This study set out to explore what these teachers consider most essential in their work by tapping into their lived experiences and professional beliefs. Using the metaphor of the “Starting Eleven of a TEAM”, participants were asked to name the eleven most important elements they believe are necessary for effective language teaching. Adopting a mixed method sequential exploratory design, the research began with a qualitative phase involving 53 teachers, who shared their individual 'line-ups'—the qualities or strategies they rely on most. Through careful content analysis, 55 recurring themes were identified, which then formed the basis of a structured questionnaire. In the second phase, this questionnaire was distributed to 750 EFL teachers via online survey. Their responses not only validated the earlier themes but also allowed us to see which qualities stood out across a much larger sample. According to the findings, the “best players” in EFL teachers’ Starting Elevens included: loving the profession, caring for students, having strong knowledge of English, being open to innovation, showing friendliness, nurturing a love for English, creating a positive classroom environment, being reliable, respecting students’ voices, showing patience, and understanding learners’ needs. Together, these qualities paint a compelling picture of what today’s EFL teachers believe matters most in the classroom.
Keywords: EFL, ELT, fundamentals, teachers’ perspectives
International Journal of Educational Spectrum, 2025
Teaching English in Early Childhood (TEEC) requires a variety of materials, in-class activities, ... more Teaching English in Early Childhood (TEEC) requires a variety of materials, in-class activities, skills and experience to prepare and utilize in the classroom. To design appropriate materials, in-class activities, and apply them collaboratively in the classroom, EFL teachers are required to receive necessary training in their teacher education programmes. This study aims to develop a course syllabus for pre- and in-service EFL teachers for TEEC settings. First, with the purpose of identifying the frequent topics in the content of (Teaching English to Young Learners) TEYLs and TEEC courses of state universities in Türkiye, books, published articles, and observations of online courses providing the relevant content, a sequential exploratory mixed-methods design was applied to reach the targeted data. The document analysis was employed via MS Excel. Secondly, using the qualitative data collected, a survey was prepared to gather opinions of EFL teachers having experience regarding teaching English in early childhood. The results obtained from the survey were analyzed employing SPSS Statistics Version 27. The data exhibit EFL teachers need more up-to-date topics, and opportunities to apply theory in real classroom. At the end of the study, the course syllabus was designed and offered based on the EFL teachers’ needs.
ВЕСТНИК ТОРАЙГЫРОВ УНИВЕРСИТЕТА, 2025
The article deals with one of the most difficult problems in translation studies – the transfer o... more The article deals with one of the most difficult problems in translation studies – the transfer of the pragmatic potential of the original text as the ability of the translated text to produce a communicative effect, to exercise a pragmatic impact on the recipient. According to the theory of the German scientist A. Neubert, works of art intended for native speakers of the original language are in many cases translated into other languages, so pragmatic factors play an important role in them. The pragmatic parameters of the text include all its elements, in which the relationship between the text itself and the subjects of communication, the author and the addressee, is fixed in one sign form or another. The translator, when pragmatically adapting the target text, includes additional elements in the text, omissions of elements that are redundant from the point of view of a foreign language recipient, as well as by applying semantic transformations. As a result, there are discrepancies in the interpretation of the original text by the recipient-native speaker and the recipient-translator, who evaluates the text from the position of the recipient-representative of a different culture. To solve this urgent problem, a study was conducted based on a documented interview with the famous writer and playwright Dulat Isabekov about his attitude to the problems of literary translation, affecting not only the quality of translations of his works, but the author’s recommendations to translators in general. To date, the works of D. Isabekov have been translated into 11 languages of the world, his plays are staged on foreign stages. But the quality of translations, the ways translators overcome the linguistic and cultural barrier between the original and the translated text, the transformations used and their possible consequences have not been considered and studied from the author’s pragmatic point of view. The interview also revealed gaps in the process of publishing translations from the Soviet edition and analyzed the consequences of using the Russian language as an intermediary language. Factual information obtained during a live interview is a valuable material in the field of domestic translation studies, in particular, the theory of literary translation, and in the didactics of translation. Keywords: literary translation, target text, pragmatics of the text, pragmatics of the author, pragmatic adaptation, translation quality.
Giriş Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi, 2025
While online learning is not a new way of teaching and learning practices, various challenges, of... more While online learning is not a new way of teaching and learning practices, various challenges, often stemming from motivational issues, lead to high dropout rates. For this reason, educators have increasingly integrated gamified tools and online teaching strategies, which offer new learning experiences through game elements. These tools proved especially effective during the COVID-19 pandemic and are expected to continue transforming education across all levels, including higher education. One critical factor influencing student success in both traditional and online settings is self-efficacy. This study investigated the impact of Web 2.0-supported gamification on the self-efficacy of EFL (English as a Foreign Language) students in an online learning environment. A quasi-experimental method and a mixed-method sequential explanatory design were used. Participants included 60 first-year undergraduate students taking English as a compulsory course at a state university in Türkiye. A scale and a semi-structured interview form were used as data collection tools. Quantitative data were analyzed statistically, while qualitative data were examined through content analysis. Findings showed a statistically significant increase in self-efficacy levels of the experimental group who used gamified tools. These results suggest that Web 2.0-supported gamification can be an effective strategy for enhancing learner self-efficacy in online language learning environments.
Participatory Educational Research, 2024
In a global and digital world, learning a language, especially English is essential for people to... more In a global and digital world, learning a language, especially English is essential for people to keep up with the developments in science, business, technology, etc. Despite starting to learn English early, students might not always reach desired proficiency levels. Therefore, the present study aims to find out some of the reasons why people fail to learn English. Employing a netnographic approach, the researchers examined asynchronous comments posted in online communities on a social media platform. Within the scope of this study, 198 comments answering the question of why people fail to learn English were obtained from three online groups of English language teachers on Facebook. The findings show that 154 out of 198 comments aimed to answer the question. They were analyzed through content analysis, which revealed that there are educational, social, personal, and linguistic reasons why people fail to learn English. Educational reasons were among the most mentioned reasons by the members of the communities. In addition, the analysis indicates a balanced representation of linguistic and personal factors, with social factors slightly less prominent in comparison. Considering the existing literature review, several implications are highlighted to overcome the difficulties and challenges of learning English. Finally, this study is limited by its reliance on Facebook posts collected within a specific timeframe; future research could enhance depth and scope by incorporating longitudinal methods, diverse social media platforms, and in-depth interviews.
Keywords learning English, failure reasons, netnographic study, social media
3i intellect idea innovation - интеллект идея инновация, 2024
The article reveals the importance of research competencies among domestic and international teac... more The article reveals the importance of research competencies among domestic and international teachers of different educational institutions. The purpose of the article is to assess the demand and significance of research skills among teachers for future application in their professional activities. The review of the issue in recent literature and the analysis of questionnaires were completed to reach this purpose. The article considers the State obligatory standard of higher education, which establishes the standards for knowledge, skills, and levels, and indicates the necessity of finding solutions in the realm of research activities. During the study, the authors analyzed teacher questionnaires from various levels of educational institutions and demonstrated the rankings of the given general and professional competencies. The authors conducted the survey with open-ended and closed-ended questions to determine the interest of teachers in research activities.Additionally, the study processed statistical data using SPSS Statistics software. The measurement of reliability as Cronbach’s alpha coefficient was utilized, which indicated the consistency of the questionnaire items and the appropriateness of responses. The answers of Kazakhstani and foreign teachers were compared and contrasted by the researchers. According to survey results of teachers from seventeen different countries, teachers engage in scientific research activities during the teaching process that change the way teachers perform their duties. They showed 100% interest in research activities, and 70.6% of the teachers were adamant that university influences education students’ decisions to pursue careers as researchers.Key words: research competency, teacher, international study, ranking method, questionnaire.
Sage Open, 2024
New teaching and learning practices related to gamified tools in online learning environments hav... more New teaching and learning practices related to gamified tools in online learning environments have become even more important during the pandemic and will continue to reshape educational processes, including higher education institutions, in the post-pandemic period. In line with this, the present study aimed to investigate the effects of gamification with Web 2.0 tools including Kahoot!, Socrative, Quizizz, and Mentimeter on EFL learners’ motivation and academic achievement levels in online learning environments through a quasi-experimental research method and was based on a mixed-method sequential explanatory research design. The participants of the study are 60 freshman learners studying at a state university in Türkiye. The data were obtained through a scale, an Achievement Test, and a semi-structured interview. The quantitative data were analyzed via statistical measures, and the qualitative data were analyzed through content analysis. The findings indicated that the treatment via gamified Web 2.0 tools had a statistically significant difference in favor of the experimental group in terms of the participants’ motivation/course interest levels and the experimental group scored higher on the Achievement Test compared to the control group.
Sage Open, 2024
The study aims to develop and validate an affordable and generalizable survey design tool to meas... more The study aims to develop and validate an affordable and generalizable survey design tool to measure pre-service EFL teachers’ self-efficacy beliefs about cultural and linguistic diversity. It is significant as there are relatively low number of studies aiming to measure such beliefs in today’s changing demographic conditions which are beyond its limits especially in some countries due to the massive flow of migrants. Most of these studies are qualitative which are not cost-effective and flexible. In this study, exploratory sequential mixed method was conducted. Initially, qualitative research design was employed. Findings were used to develop a valid and reliable survey design tool in a second quantitative phase in which data was gathered quantitatively to reduce the number of the variables to a few values representing self-efficacy beliefs and determine the latent components in the scale. Final version of the scale included 20 items across five factors after Exploratory Factor Analysis through principal axis factoring and Confirmatory Factor Analysis through maximum likelihood analysis. Findings supported that a set of 20 items in the final scale form was statistically valid and reliable in measuring pre-service EFL teachers’ self-efficacy beliefs about teaching in culturally and linguistically diverse student groups.
International Journal of Research in Teacher Education (IJRTE), 2023
English language teacher education programs (ELTEPs) are gaining
importance as English is accepte... more English language teacher education programs (ELTEPs) are gaining
importance as English is accepted as a lingua franca across the globe.
Although, there can be found many studies on ELTEPs in Türkiye, the
number of comparative studies between different countries is limited. This current study presents the findings of a comparative analysis of ELTEPs in Kyrgyzstan and Türkiye in terms of basic characteristics and the courses offered for developing linguistic, pedagogic and general knowledge competence. The results revealed that there are similarities and differences between two programs in terms of basic characteristics. Furthermore, Turkish ELTEP offers fewer courses for developing linguistic competence when it is compared to Kyrgyzstani ELTEP. On the other hand, the number of pedagogic courses in Turkish ELTEP is dramatically higher than the one in Kyrgyzstani ELTEP. Also, the number of general competence courses of Kyrgyzstani ELTEP is slightly higher than that of Turkish one. In the light of the findings, some implications were drawn for both programs at the end of the study.
Keywords: Türkiye, Kyrgyzstan, teacher education, English language teacher education program, comparative analysis
International Journal of Progressive Education, Volume 19 Number 5, 2023
Massive Open Online Courses (MOOCs) have been widely used all around the world to a great extent.... more Massive Open Online Courses (MOOCs) have been widely used all around the world to a great extent. Many of the MOOCs in different countries are in their native language, and there is a need to reliably assess the satisfaction levels of learners with various first languages since satisfaction stands as a critical aspect in identifying the reasons of dropouts and incontinence to MOOCs. To this end, this study aimed to translate Kumar and Kumar’s (2020) “MOOC Student Satisfaction Survey” into Turkish. The researchers first translated the instrument items from English to Turkish before consulting a panel of three English experts and one Turkish expert on the suitability of the translation. A professional translator then backtranslated the scale to English, ensuring that no items were lost in translation. To establish content validity, changes were done in view of the professional feedback. The translated scale was subsequently administered to 150 former massive open online course participants for testing validity and reliability. Since this was a translation study, the same constructs of the original scale were retained, and a confirmatory factor analysis was conducted, the results of which
indicated acceptable levels of validity with one item being discarded. As for the reliability values, Cronbach’s alpha coefficient for the entire scale was .91, and the split-half reliability score was .87, indicating that the scale maintains good internal consistency. Therefore, it was determined that the scale’s Turkish translation was valid and reliable.
Keywords: Distance Education, MOOCs, Online Learning, Scale Adaptation, Student Satisfaction
Kh.Dosmukhamedov Atyrau University, 2022
Using literature in language teaching as authentic material has many advantages such as developin... more Using literature in language teaching as authentic material has many advantages such as developing learners’ intercultural competence, personal involvement, proficiency in the target language, creativity, critical, and analytical thinking, interpreting, speaking and communication skills. Correspondingly, the purposes of this study are to explore how many state universities have the syllabus for English Literature courses on their official websites and to find out the most preferred topics of English Literature courses in ELT programs. As a part of the qualitative data collection, online curriculums of 59 state universities were explored to find the most preferred topics of these courses. Based on the findings of the study, out of 59 universities, only 37 universities’ online syllabi of “English Literature Course I and II” were available. Also, common topics in English Literature courses’ syllabi of 37 universities were listed. Medieval English Literature - The Canterbury Tales Geoffrey Chaucer, Old English Period - Beowulf, and Elizabethan Era - Shakespeare were among the most preferred topics, while Middle Age period: historic, social, literary events, Contemporary English Literature, 20th-century literature were the least preferred ones. In the conclusion part of the study, some suggestions were presented for syllabi of English Literature courses in ELT departments of universities.
Key words: English Literature, English literature courses, Syllabus Design, English language teaching, course, Programmes.
Non-Profit Limited Company Pavlodar Pedagogical University
Annotation. More elective courses are placed in the curriculum of teaching departments in line wi... more Annotation. More elective courses are placed in the curriculum of teaching departments in line with The Council of Higher Education (CoHE) in the last years. This study intended to examine and suggest the integration of Media and Communication course into ELT programme.
This research study used a mixed-method design. The first part of the study contains content analysis of the data gathered from the documents. Research articles, books, university syllabi and other documents from Google were examined to form the items of the survey for pre-service
EFL teachers. Following that, the possible contents to be included within the survey were ordered and composed a survey. The survey was carried out on pre-service EFL students for the purpose of finding out their views on an ideal Media and Communication course syllabus. SPSS was put
into use for the analysis of the quantitative results. Qualitative results revealed that there were 40 essential topics based on the analysis of the documents. Prospective teachers’ preferences were presented at the quantitative phase. Topics for “Media and Communication” course were
suggested at the final part of the study.
Keywords: Media, Communication, Elective course, ELT, Syllabus.
Pedagogical Journal of Kazakhstan, 2022
The present study aimed at suggesting a list of topics for Language and Culture course through sc... more The present study aimed at suggesting a list of topics for Language and Culture course through scrutinizing the real needs and preferences of EFL learners in English
language programs. The researchers adopted the mixed-methods sequential exploratory method that utilizes both qualitative and quantitative data. The qualitative data were gathered through analyzing 23 syllabi of state universities in Turkey, and reviewing related research articles in order to identify the related topics included in Language and Culture course. Subsequently, the researchers consulted the related field experts, and then designed a reduced list of 27 topics in the form of 5-point Likert scale questionnaire. The study sample consisted of 252 prospective teachers, and they were chosen by the snowball sampling method. The study participants were asked to decide on the extent to which they agree on the importance of each topic in the reduced list. The study findings showed that the most preferred topics identified by the prospective teachers are: the relationship between language and culture; culture, language and translation; the function of language in building social relations and communication; and world cultures. Findings also revealed that topics such as globalization, multilingualism, multiculturalism, intercultural and cross-cultural communication, and how to teach culture were identified as important topics.
Keywords: Language, Culture, Course Content, ELT, Syllabus Design
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Certificate Programmes by Kürşat CESUR
This course is the product of a National Project which is supported by “International Association of Educational Researchers” (ULEAD). In the scope of the cooperation protocol between ULEAD and Çanakkale Onsekiz Mart University, this course is FREE for all participants. The project team and project partners can be seen as in the following:
Assoc. Prof. Dr. Kürşat Cesur, Çanakkale Onsekiz Mart University (Project Coordinator)
Prof. Dr. Dinçay Köksal, Çanakkale Onsekiz Mart University (Research Expert)
Assist. Prof. Dr. Fatih Kana, Çanakkale Onsekiz Mart University (Research Expert)
Lecturer Mustafa Kemal Şen, Kütahya Dumlupınar University (Research Expert)
Lecturer İrem Gökçe Tan Yıldız, Amasya University (Research Expert)
Lecturer Fatma Tugcehan Bingöl, Istanbul University (Research Expert)
Lecturer Emre Uygun, National Defence University (Research Expert)
Lecturer Emel Nur Er, National Defence University (Research Expert)
Lecturer Aysun Karpuzoğlu İzmir Demokrasi University (Research Expert)
Gökçe Nur Türkmen, Çanakkale Onsekiz Mart University (Researcher)
Özge Can Ceylan, Çanakkale Onsekiz Mart University (Researcher)
Seviye Toprak, Çanakkale Onsekiz Mart University (Researcher)
Aleyna Yavuz, Çanakkale Onsekiz Mart University (Researcher)
Beste Sezen, Çanakkale Onsekiz Mart University (Researcher)
İlayda Ergün, Çanakkale Onsekiz Mart University (Researcher)
Said Yasir Karaman, Çanakkale Onsekiz Mart University (Researcher)
Eray Deniz Çetin, Çanakkale Onsekiz Mart University (Researcher)
Melek Alp, Çanakkale Onsekiz Mart University (Researcher)
Hilal Alten, Çanakkale Onsekiz Mart University (Researcher)
Sude Uyğun, Çanakkale Onsekiz Mart University (Researcher)
Büşra Tiryaki, Çanakkale Onsekiz Mart University (Researcher)
Zeynep Betül Aydın, Çanakkale Onsekiz Mart University (Researcher)
Selin Cengiz, Çanakkale Onsekiz Mart University (Researcher)
Gökçe Su Balkan, Çanakkale Onsekiz Mart University (Researcher)
İrem Gürbüz, Çanakkale Onsekiz Mart University (Researcher)
After completing all the lessons, please answer the questions at the end of the course to get your certificate.
Kind Regards
https://esertifika.comu.edu.tr/tr/sertifika/melted-mooc-for-english-language-teacher-education-338
Assoc. Prof. Dr. Kürşat CESUR
Project Coordinator
Instagram @tenten4kids kanalımda tüm sorularınıza yanıt bulabilirsiniz. YouTube TenTen 4 Kids kanalını da takip edebilirsiniz. Sevgiler.
Books by Kürşat CESUR
için okula gitmezler. Onlar için temel motivasyon kaynağı eğlenerek öğrenmektir. Bu kitap çocuklara yabancı dil öğretiminin temellerini, teorik altyapısını, çocuklarla kullanılabilecek birçok pratik oyun ve etkinlikleri ve bu oyun ve etkinliklerle ile ilgili öğretmen adaylarının görüşlerini içerir.
Türkiye’de yabancı dil öğrenenlerin büyük çoğunluğunun İngilizce öğrendikleri düşünüldüğünde kitap daha çok İngilizce öğretilirken dikkat edilen yöntem, teknik ve aktiviteleri içerir. Ana dil gelişiminde de faydalı olabilecek tüm bu teorik bilgiler, oyunlar ve etkinlikler; okul öncesi, ilkokul ve ortaokul seviyelerinde yabancı dil öğretimi için kullanılabilir. Kitap akademisyenler ve öğretmen adayları için de birçok teorik bilgi ve pratik uygulamaları bünyesinde barındırdığından önemli bir kaynak niteliğindedir. Ailelere, öğretmenlere ve dahi tüm kullanıcılara kolaylık sağlaması açısından oyunlar ve etkinliklerin açıklamalarının yanında, QR kodları
verilmiştir. QR kodlarının yönlendirdiği kaynaklar, videolar ve görsellerle desteklendiği için etkinliklerin anlaşılması daha kolay olacaktır. Bu anlamda kitap kuram ve uygulama arasında köprü niteliği taşımaktadır.
Bu kitabın planlanmasında, oluşumunda ve son haline gelmesinde desteklerini esirgemeyen Çanakkale Onsekiz Mart Üniversitesi, İngiliz Dili Eğitimi Anabilim Dalı Doktora öğrencilerinden Leyla DENİZ ERTAŞOĞLU, Kubilay KAZANCI, Miranda KARJAGDİ ÇOLAK, Rabia BÖREKCİ, Senanur ÇINAR, Temel Serdar YILMAZ, Şükran TÜRKMEN ÇİÇEK ve Zeynep ÖZEKİNCİ’ye; Yüksek Lisans öğrencilerinden Emre UYGUN, Said Yasir KARAMAN, Ece Aslıtürk ALADAĞ, İlayda ERGÜN, Gökçe Nur TÜRKMEN ve Emel Nur ER’e; adını sayamadığım, 2018 yılından bu yana TenTen 4 Kids YouTube kanalı için hazırlamaya başladığımız eğitsel videoların her birinde görev alan Çanakkale Onsekiz Mart Üniversitesi mezunu kıymetli öğretmenlerime; ayrıca kitabı yazarken göstermiş oldukları sabır, motivasyon ve destek için sevgili eşim Öğr. Gör. Çiğdem CESUR’a, oğlum Vatan’a, kızım Gönül Aykız’a sonsuz teşekkürlerimi sunarım.
Öğrencileriniz ya da çocuklarınızla eğlenceli vakitler geçirmeniz dileğiyle…
Doç. Dr. Kürşat CESUR
Papers by Kürşat CESUR
Keywords: EFL, ELT, fundamentals, teachers’ perspectives
Keywords learning English, failure reasons, netnographic study, social media
importance as English is accepted as a lingua franca across the globe.
Although, there can be found many studies on ELTEPs in Türkiye, the
number of comparative studies between different countries is limited. This current study presents the findings of a comparative analysis of ELTEPs in Kyrgyzstan and Türkiye in terms of basic characteristics and the courses offered for developing linguistic, pedagogic and general knowledge competence. The results revealed that there are similarities and differences between two programs in terms of basic characteristics. Furthermore, Turkish ELTEP offers fewer courses for developing linguistic competence when it is compared to Kyrgyzstani ELTEP. On the other hand, the number of pedagogic courses in Turkish ELTEP is dramatically higher than the one in Kyrgyzstani ELTEP. Also, the number of general competence courses of Kyrgyzstani ELTEP is slightly higher than that of Turkish one. In the light of the findings, some implications were drawn for both programs at the end of the study.
Keywords: Türkiye, Kyrgyzstan, teacher education, English language teacher education program, comparative analysis
indicated acceptable levels of validity with one item being discarded. As for the reliability values, Cronbach’s alpha coefficient for the entire scale was .91, and the split-half reliability score was .87, indicating that the scale maintains good internal consistency. Therefore, it was determined that the scale’s Turkish translation was valid and reliable.
Keywords: Distance Education, MOOCs, Online Learning, Scale Adaptation, Student Satisfaction
Key words: English Literature, English literature courses, Syllabus Design, English language teaching, course, Programmes.
This research study used a mixed-method design. The first part of the study contains content analysis of the data gathered from the documents. Research articles, books, university syllabi and other documents from Google were examined to form the items of the survey for pre-service
EFL teachers. Following that, the possible contents to be included within the survey were ordered and composed a survey. The survey was carried out on pre-service EFL students for the purpose of finding out their views on an ideal Media and Communication course syllabus. SPSS was put
into use for the analysis of the quantitative results. Qualitative results revealed that there were 40 essential topics based on the analysis of the documents. Prospective teachers’ preferences were presented at the quantitative phase. Topics for “Media and Communication” course were
suggested at the final part of the study.
Keywords: Media, Communication, Elective course, ELT, Syllabus.
language programs. The researchers adopted the mixed-methods sequential exploratory method that utilizes both qualitative and quantitative data. The qualitative data were gathered through analyzing 23 syllabi of state universities in Turkey, and reviewing related research articles in order to identify the related topics included in Language and Culture course. Subsequently, the researchers consulted the related field experts, and then designed a reduced list of 27 topics in the form of 5-point Likert scale questionnaire. The study sample consisted of 252 prospective teachers, and they were chosen by the snowball sampling method. The study participants were asked to decide on the extent to which they agree on the importance of each topic in the reduced list. The study findings showed that the most preferred topics identified by the prospective teachers are: the relationship between language and culture; culture, language and translation; the function of language in building social relations and communication; and world cultures. Findings also revealed that topics such as globalization, multilingualism, multiculturalism, intercultural and cross-cultural communication, and how to teach culture were identified as important topics.
Keywords: Language, Culture, Course Content, ELT, Syllabus Design