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    Adaptation of teachers' perceptions of grading practices scale to Turkish and examination of measurement invariance
    (Izzet Kara, 2022) Ozkan, Yesim Ozer; Guvendir, Meltem Acar; Guvendir, Emre
    The purpose of this research is to adapt the Teacher Perceptions of Grading Practices Scale into Turkish and to examine the measurement invariance. This scale, which examines teachers' perceptions of grading methods, has six components: importance, usefulness, student effort, student ability, teachers' grading patterns, and perceived self-efficacy of the grading process. Before adapting the scale, permission was first acquired from the researcher who developed it. To ensure linguistic comparability, bilingual translators were recruited in the second phase. The semantic, experiential, conceptual, and idiomatic equivalence between the two variants of the scale were evaluated. The original and adapted scales were administered to a group of English teachers twice at a predetermined interval, and the consistency between the two applications was analyzed due to the fact that the language employed in the original test was a widely spoken group. Confirmatory Factor Analysis (CFA) was used to examine the factor structure of the original scale. Cronbach's alpha and McDonald's omega coefficients were calculated for the reliability of the data obtained from the scale. Finally, the measurement invariance of the scale according to gender was examined by using Multiple Group Confirmatory Factor Analysis (MGCFA), and it was determined that the measurement model fulfilled the criteria of complete gender- group invariance.
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    The Impact on Language Identity of a Study Abroad Experience
    (Routledge, 2021) Mitchell, Rosamond; Takac, Visnja Pavicic; Guvendir, Emre; Boone, Griet; Harkonen, Anu
    [Abstract Not Available]
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    L2 writing anxiety, working memory, and task complexity in L2 written performance
    (Pergamon-Elsevier Science Ltd, 2023) Guvendir, Emre; Uzun, Kutay
    Building on the Attentional Control Theory proposed by Eysenck et al. (2007), this study aims to investigate the potential effect of L2 writing anxiety on the syntactic complexity of English learners' written texts by accounting for working memory as a potential mediator, while also examining the impact of L2 writing anxiety on learner texts' syntactic complexity under high and low cognitive demands, and testing whether syntactic complexity is reduced in written texts produced under high cognitive demand. The participants were 126 learners of English as a Foreign Language, divided into low and high-writing anxiety groups while their reading anxiety, working memory capacity, and previous writing scores were kept equal. Each participant completed two integrated L2 writing tasks with varying cognitive loads. Empirical findings of this study show that high L2 writing anxiety may play a suppressive role on learners' working memory, thereby resulting in reduced syntactic complexity in written texts produced. Further-more, consistent with previous research, this study documents the negative impact of L2 writing anxiety and highlights the influence of high cognitive load tasks on L2 learners' syntactic complexity in text production.
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    The language affiliations of mobile students in the international university
    (Routledge Journals, Taylor & Francis Ltd, 2023) Mitchell, Rosamond; Guvendir, Emre
    The internationalisation of higher education has led to widespread adoption of English as a medium of instruction in European universities, and this strategy is supporting increasingly diverse student mobility. Many students undertaking short-term Erasmus+ mobility see this as an opportunity to develop their English language skills but may lack interest in learning locally significant languages. However, contemporary universities are complex multilingual spaces. This paper explores how far mobile students' language affiliations are aligned to languages' wider geopolitical significance, and how far they are influenced by personal and sociocultural factors, and the study abroad (SA) experience itself. The study draws on a corpus of narrative interviews with mobile students in diverse European settings. Participants generally sustained strong affiliations with English. Affiliations with other international languages were more mixed. Some expressed a heightened affiliation to their home language arising from SA experience; others described new affiliations arising from local contacts and student friendships, with a local language, or with other international students' L1. Overall, the study found that language affiliations showed some flexibility, and might derive from personal biographical factors, cultural values and personal relationships as well as from the instrumental value of internationally significant languages.
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    SERVICE LEARNING IN DISTANCE EDUCATION: Foreign Language Learning Environments
    (Anadolu Univ, 2009) Ogeyik, Muhlise Cosgun; Guvendir, Emre
    In general education, in particular foreign language education, can be acknowledged as a lifelong learning process which can be transformed beyond the borders in global sense. Learning a foreign language requires proficiency in four basic skills which are reading, writing, speaking, and listening. Of these skills, speaking and listening are the most daunting tasks for learners and create obstacles when learners of target language do not get the chance of meeting native speakers. Such obstacles can be overwhelmed by integrating certain applications into education process. Service-learning through the internet as a teaching method can be considered one of the most striking one of those applications for foreign language learners. In this paper, the benefits of service-learning are discussed and some suggestions are offered for introducing this method in foreign language settings. By implementing service-learning, it is concluded that learners of any foreign language may get the chance of communicating with native speakers during the course time in foreign language without going abroad. Such an application may also enhance learners to get information about foreign culture by raising awareness of. otherness. and comparing other culture and their own culture. In addition, service-learning as a method of teaching, learning and reflecting combines academic classroom curriculum with meaningful service from the members of learning community and may generate conditions in which lifelong learning will continue.
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    Sex-related structural differences in language areas of the human brain and their implications for intergroup relations in ancestral groups
    (Elsevier Sci Ltd, 2013) Guvendir, Emre
    In his research on the bilingual brain, Hagen (2008) shows adult learners' foreign language achievement variability and universal success of language acquisition by children as the reflections of minimal intergroup and maximum intragroup contact in our ancestral societies. However, his arguments are criticized by Hirschfeld (2008) who states that the capacity of children to acquire multiple languages before the critical period, without a negative effect on first language acquisition, signals the availability of intergroup contact in prehistoric hunter-gatherer societies. He argues that groups achieved peaceful intergroup contact through marriage or sustained long distance trade. In this study, I consider the argument between Hagen (2008) and Hirschfeld (2008) with an emphasis on sex-related structural differences in the language areas of the brain and their implications for the dynamics of ancestral inter-group interaction. Within the context of the male warrior hypothesis, the current study hypothesizes that these differences could be because of minimum intergroup interaction (minimum second or foreign language exposure) that males in our ancestral societies had and relatively more inter-group interaction that females were exposed to than males. (C) 2013 Elsevier Ltd. All rights reserved.
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    Why are males inclined to use strong swear words more than females? An evolutionary explanation based on male intergroup aggressiveness
    (Elsevier Sci Ltd, 2015) Guvendir, Emre
    The research on sex differences in terms of the use of strong swear words show that males have the inclination to utter strong swear words and to display aggressive actions more than females. Correspondingly, recent discoveries stress that females have larger volumes of orbital frontal cortex that modulates anger and aggressiveness created by the amygdala which might be related to sex differences in the use of strong swear words. Based on these findings, this study explores what kind of environmental and social pressures might have fashioned strongly swearing aggressive males during the course of human evolutionary history and examines the evolution of swearing by discussing the possible factors that might have prompted its emergence in our evolutionary background. (C) 2015 Elsevier Ltd. All rights reserved.