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i-manager's Journal on English Language Teaching (JELT)

Current Issue Vol. 13 Issue 4

Stephen Krashen's Theory of SLA: A Conceptual Framework
The Need for using English for Professional & Global Communication Today: A Critical Review
A Meta-Synthesis of Research on In-Service EFL Teachers' Needs for Inset Programs in Türkiye
A Study of Pre-Service English Language Teachers' Engagement with Faculty-School Collaboration at the English Fest
Assessing Self-Directed English Language Learning Strategies of YouTube Content Creators

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Volume 11 Issue 3 July - September 2021

Research Paper

English Language Lecturers' Perspectives on Emergency Remote Teaching in Diverse Contexts

Serpil Meri-Yilan* , Kasim Koruyan**

* Agri Ibrahim Cecen University, Turkey.

**Saudi Aramco Industrial Training Centre, Kingdom of Saudi Arabia.

Meri-Yilan, S. and Koruyan, K. (2021). English Language Lecturers' Perspectives on Emergency Remote Teaching in Diverse Contexts. i-manager's Journal on English Language Teaching, 11(3), 1-10. https://doi.org/10.26634/jelt.11.3.17801

Abstract

This study aimed to investigate English language lecturers' perceptions on the transition of classroom teaching to online education because of the outbreak of COVID-19 pandemic. A sample of 15 lecturers who were teaching in Saudi Arabia, Oman, Turkey and UK volunteered to take part in the study between March and July 2020. Data were collected through semi-structured interview asking their views on this transition, its benefits and challenges on both their teaching and students' learning. Findings showed that lecturers who had proper training in online teaching by their institutions had more positive views on Emergency Remote Teaching (ERT). Although all of the participants believed that online teaching could promote learner autonomy and flexible learning, they agreed that the benefits of ERT diminished without a well-designed and supported technology tool, and the pandemic, in turn, posed more challenges. Accordingly, the paper suggests institutions to set up an institutionally designed pedagogical framework for remote online education and train lecturers within a stipulated time and the framework.

References

[1]. Abdulrahim, H., & Mabrouk, F. (2020). COVID-19 and the digital transformation of Saudi higher education. Asian Journal of Distance Education, 15(1), 291-306.

[2]. Alfahadi, A. M., Alsalhi, A. A., & Alshammari, A. S. (2015). EFL Secondary school teachers' views on blended learning in Tabuk City. English Language Teaching, 8(9), 51-85.

[3]. Bhaumik, R. & Priyadarshini, A. (2020). E-readiness of senior secondary school learners to online learning transition amid COVID-19 lockdown. Asian Journal of Distance Education, 15(1), 244-256.

[4]. Borg, S., & Al-Busaidi, S. (2012). Learner autonomy: English language teachers’ beliefs and practices. ELT Journal, 12(7), 1-45.

[5]. Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi.

[6]. Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-Freih, M., Pete, J., Olcott, Jr., D. Rodes, V., Aranciaga, I., Bali, M., Alvarez, Jr., A. V., Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., de Coëtlogon, P., Shahadu, S., Brown, M., Asino, T. I. Tumwesige, J., Ramírez Reyes, T., Barrios Ipenza, E., Ossiannilsson, E., Bond, M., Belhamel, K., Irvine, V., Sharma, R. C., Adam, T., Janssen, B., Sklyarova, T., Olcott, N. Ambrosino, A., Lazou, C., Mocquet, B., Mano, M., & Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-126.

[7]. Caliskan, S., Guney, Z., Sakhieva, R., Vasbieva, D., & Zaitseva, N. (2019). Teachers’ views on the availability of web 2.0 tools in education. International Journal of Emerging Technologies in Learning (iJET), 14(22), 70-81.

[8]. Celik, S., & Aytin, K. (2014). Teachers' views on digital educational tools in English language learning: Benefits and challenges in the Turkish Context. Tesl-Ej, 18(2).

[9]. Creswell, M. J. (2013). Research Design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.

[10]. Fylan, F. (2005). Semi-structured interviewing. In J. Miles & P. Gilbert (Eds.), A handbook of research methods for clinical and health psychology, (pp. 65-78). Oxford: Oxford University Press.

[11]. Hampel, R. (2006). Rethinking task design for the digital age. Recall, 18(1), 105–121.

[12]. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference between emergency remote teaching and online learning.

[13]. Johnson, N., Veletsianos, G., & Seaman, J. (2020). US faculty and administrators' experiences and approaches in the early weeks of the COVID-19 pandemic. Online Learning, 24(2), 6-21.

[14]. Koruyan, K. (2016). The influence of technology-enhanced task design on the development of language learner autonomy and motivation in an Anatolian high school; A case study (Unpublished Doctoral dissertation). Open university, Milton Keynes, UK.

[15]. Lin, X., & Gao, L. (2020). Students’ sense of community and perspectives of taking synchronous and asynchronous online courses. Asian Journal of Distance Education, 15(1), 169-179.

[16]. McGrail, E. (2005). Teachers, technology, and change: English teachers’ perspectives. Journal of Technology and Teacher Education, 13(1), 5-24.

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[18]. Schmidt-Unterberger, B. (2018). The English-medium paradigm: a conceptualisation of English-medium teaching in higher education. International Journal of Bilingual Education and Bilingualism, 21(5), 527-539.

[19]. Talidong, K. J. (2020). Implementation of emergency remote teaching (ERT) among Philippine teachers in Xi’an, China. Asian Journal of Distance Education, 15(1), 196-201.

[20]. Walliman, N. (2005).Your Research Project: A Step-by-Step Guide for the First-time Researcher (2nd ed.). London: Sage.

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Research Paper

English Language Teachers' Perceptions on Integrating Environmental Education

Durga Raj Bhusal*

Kathmandu University School of Education, Lalitpur, Nepal.

Bhusal, D. R. (2021). English Language Teachers' Perceptions on Integrating Environmental Education. i-manager's Journal on English Language Teaching, 11(3), 11-19. https://doi.org/10.26634/jelt.11.3.17696

Abstract

Integration of Environmental education is the crucial notion in this study that helps learners to become aware and knowledgeable about the environment and to exhibit accountable environmental behaviors and skills. This study explores the perspectives of English language teachers in integrating environmental education in the classrooms. More specifically, it aims to scrutinize how learners identify and take responsibilities towards environmental issues within the theoretical framework of Kolb's experiential learning which connects it to the real world contexts to develop their critical thinking skills. The study is qualitative in nature where it explores perceptions and experiences on the practices of the inclusion of environmental education, following face to face and phone interviews with three participants. The findings reveal that students have developed awareness, positive attitudes and critical thinking skills to handle environmental issues responsibly. Moreover, it builds the understanding of the connection of environmental education with the practicality of experiential learning theory.

References

[1]. Bell, N. (2011). Creating shared understandings: Meeting indigenous education needs. Contemporary Studies in Canadian Curriculum: Principles, Portraits, & Practices, 375-398.

[2]. Chi-chung Ko, A., & Chi-kin Lee, J. (2003). Teachers' perceptions of teaching environmental issues within the science curriculum: A hong kong perspective. Journal of Science Education and Technology, 12(3), 187-204.

[3]. Daskolia, M., Dimos, A., & Kampylis, P. G. (2012). Secondary teachers' conceptions of creative thinking within the context of environmental education. International Journal of Environmental and Science Education, 7(2), 269-290.

[4]. David, A., & Kolb, Y. (2017). Experience based learning systems. A Journal for Engaged Educators, 1(1), 7-44.

[5]. Denzin, N. K., & Lincoln, Y. S. (2014). The sage handbook of qualitative research. Thousand Oaks, London: Sage.

[6]. Halvorsen, A. (2005): Incorporating critical thinking skills development into ESL/EFL courses. The Internet TESL Journal, 11(3), 1-5.

[7]. Ishikawa, Y., Sasaki, D., & Yamamoto, S. J. (2007). Integrating critical thinking skills into the EFL classroom. In Cam TESOL Conference on English Language Teaching: Selected Papers Volume (Vol. 3, No. 2007, p. 53).

[8]. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.

[9]. Kostova, S. (2008). Methods of successful learning in environmental education. Journal of Theory and Practice in Education, 4(1), 49-78.

[10]. Kotti, D. (2008). Experiential learning from theory to practice. Adult Education, 13, 35-41.

[11]. Li, J. (2013). Environmental education in China’s College English context: A pilot study. International Research in Geographical and Environmental Education. 22(2), 139-154.

[12]. Maloof, J. (2006). Experience this! The experiential approach to teaching environmental issues. Applied Environmental Education and Communication, 5, 193-197.

[13]. Markaki, V. (2014). Environmental education through inquiry and technology. Science Education International, 25(1), 86-92.

[14]. Nkwetisama, C. M., (2011). EFL/ESL and environmental education: Towards an eco-applied linguistic awareness in cameroon. World Journal of Education, 1, 1-9.

[15]. Nordstrm, H. (2008). Environmental education and multicultural education – Too close to be separate? International Research in Geographical and Environmental Education, 17(2), 131-145.

[16]. Palmer, J. (1998): Environmental education in the 21st century: theory, practice, progress and promise. Routledge.

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[19]. Slattery, P., & Rapp, D. (2003). Ethics and the foundation of education. Boston: Allyn & Bacon.

[20]. Stoller, F. L., (2006). Establishing a theoretical foundation for project-based learning in second and foreign language contexts. In G. H. Beckett and P. C. Miller (ed.), Project-Based Second and Foreign Language Education: Past, Present and Future (pp. 19–40). Greenwich, CT: Information Age.

[21]. Stroupe, R. R. (2006). Integrating critical thinking throughout ESL curricula. TESL Reporter, 39, 1-19.

[22]. Tang, Y. C. (2009): The preliminary study for incorporating environmental education into English curriculum and teaching. Dahan: Dahan Institute of Technology.

[23]. Tsui, C. F. (2008). Character education in demand for the university EFL classroom. Foreign Language Studies. 8, 83-101.

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[28]. Wesche, M. B. (1993). Discipline-based approaches to language study: Research issues and outcomes. In M. Krueger & F. Ryan (Eds.). Language and content: Discipline and content-based approaches to language study. Lexington: D.C. Heath.

[29]. Wurdinger, D. D., & Carlson, J. A. (2010). Teaching for experiential learning: Five approaches that work. Lanham, MD: Rowman & Littlefield Education.

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Research Paper

Investigating Blogs' Integration in the Teaching of Writing in Moroccan EFL Classrooms: The Case of Second Year Baccalaureate Level

Abderrahmane Babni*

The Polydisciplinary Faculty of Errachidida, University of Moulay Ismail, Meknes-Morocco.

Babni, A. (2021). Investigating Blogs' Integration in the Teaching of Writing in Moroccan EFL Classrooms: The Case of Second Year Baccalaureate Level. i-manager's Journal on English Language Teaching, 11(3), 20-28. https://doi.org/10.26634/jelt.11.3.17652

Abstract

This study aimed at investigating blogs' integration in teaching of writing in Moroccan EFL classrooms. It involves about 108 second year baccalaureate students and 92 EFL teachers. Given its exploratory nature, an exploratory design was adopted. The data were collected using a questionnaire and an interview. The findings revealed that blogs' use is more likely to change students' negative attitudes towards writing, to enhance their writing sub-skills and performance. The results also demonstrated that the teachers' inability to use blogs in the teaching of writing could be attributed to lack of preservice and in-service training, lack of access to the Internet in schools, and time constraints.

References

[1]. Alsamadani, H. A. (2018). The effectiveness of using online blogging for students' individual and group writing. International Education Studies, 11(1), 44-51.

[2]. Appana, S. (2008). A review of benefits and limitations of online learning in the context of the student, the instructor and the tenured faculty. International Journal on Elearning, 7(1), 5-22.

[3]. Arvianti, E. I. D. (2013). The use of classroom blog in teaching writing to junior high school students. Journal of English and Education, 1(1), 5967,

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[5]. Cequena, M. B. (2013). Does blogging facilitate the development of students' writing skills? Philippines ESL Journal, 10, 126-147.

[6]. Chang, W. C. A. (2007). The English as a Foreign Language Writing Classroom and Weblog: The Effect of Computer-Mediated Communication on Attitudes of Students and Implication for EFL Learning (Doctoral Dissertation), Newcastle University.

[7]. Dalir, M., Jafarigohar, M., & Soleimani, H. (2013). The effect of using weblogs on Iranian EFL learners writing skill. International Journal of Language Learning and Applied Linguistics World, 3(4), 213-223.

[8]. Fageeh, A. I. (2011). EFL learners' use of blogging for developing writing skills and enhancing attitudes towards English learning: An exploratory study. Journal of Language and Literature, 2(1), 31-48.

[9]. Fellner, T., & Apple, M. (2006). Developing writing fluency and lexical complexity with blogs. The JALT CALL Journal, 2(1), 15-26.

[10]. Grosse, C. U. (2004). How distance learning changes faculty. International Journal of Instructional Technology and Distance Learning, 1(6).

[11]. Guikema, J. P., & Williams, L. (2014). Digital literacies from multiple perspectives. Digital Lliteracies in Foreign and Second Language Education. CALICO Monograph Series, 12, 1-7.

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[13]. Hossein, S. B. (2015). Computer mediated communication: Pedagogical and language learning implications. International Journal on New Trends and their Implications, 6 (1), 163- 176.

[14]. Kashani, H., Mahmud, R. B., & Kalajahi, S. A. R. (2013). Comparing the effect of blogging as well as pen-andpaper on the essay writing performance of Iranian graduate students. English Language Teaching, 6(10), 202-218.

[15]. Kitchakarn, O. (2014). Developing writing abilities of EFL students through blogging. Turkish Online Journal of Distance Education, 15(4), 34-47.

[16]. Maguire, L. L. (2005). Literature review: Faculty participation in online distance education: Barriers and motivators. Online Journal of Distance Learning Administration, 8(1), 1-16.

[17]. Rivoltella, P. C. (2008). Digital Literacy: Tools and Methodologies for Information Society. New York: IGI Publishing, Harshey.

[18]. Tanti, M. (2012). Literacy education in the digital age: Using blogging to teach writing. Teaching English with Technology, 12(2), 132-146.

[19]. Sweeny, S. M. (2010). Writing for the instant messaging and text messaging generation: Using new literacies to support writing instruction. Journal of Adolescent & Adult Literacy, 54(2), 121-130.

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Research Paper

Intercultural Communicative Competence: A Group Training for Study Abroad

Derya Tuzcu-Eken* , Dinçay Köksal**

* Department of Foreign Languages, Kırklareli University, Kırklareli, Turkey.

** English Language Teaching Department, ÇanakkaleOnsekiz Mart University, Çanakkale, Turkey.

Tuzcu-Eken, D. and Koksal, D. (2021). Intercultural Communicative Competence: A Group Training for Study Abroad. i-manager's Journal on English Language Teaching, 11(3), 29-43. https://doi.org/10.26634/jelt.11.3.17805

Abstract

Intercultural communicative competence is mandatory for multicultural interactions in the modern world. People getting in to such environments need to develop their intercultural skills for better interaction. However, there is a scarcity of practical suggestions for teachers and institutions on how to put theory into practice. The present paper, therefore, aimed to design a training program for a group of students who are selected to study abroad for atleast 6-months period. Combining theory to build an effective practice opportunity, a mixed methods research design was utilized entailing both quantitative and qualitative techniques. For the quantitative techniques, SPSS was used to interpret the data, and for the qualitative data content, analysis method was utilized. As a result, it was revealed that EFL learners who learn the language to interact mostly with non-natives of English are in need of cultural guidance and interactive activities to build intercultural skills. The designed activities that were fed by the needs analysis conducted in the study and ICC models in the field were ascertained to be beneficial in accordance with this purpose.

References

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[2]. Ahmed, S. T. S., Qasem, B. T., & Pawar, S. V. (2019). Integrating culture into EFL teaching: A study of yemeni EFL teachers' perceptions and actual practices. Language in India, 19(4), 1-16.

[3]. Äijälä, H. (2009). Acquiring intercultural competence from coursebooks: Analysis of learning tasks in the Finnish upper secondary school coursebook series in touch (Master's thesis). University of Tampere, Finland.

[4]. Baltaci, H. S., & Tanis, S. (2018). The place of culture in EFL classes: Perceptions and challenges of pre-service and in-service english teachers. Online Submission, 6(2), 260-272.

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[6]. Bennett, J. M., Bennett, M. J., & Allen, W. (2003). Developing intercultural competence in the language classroom. Culture as the Core: Perspectives on Culture in Second Language Learning, 237-270.

[7]. Brown, L., & Holloway, I. (2008). The adjustment journey of international postgraduate students at an English university: An ethnographic study. Journal of Research in International Education, 7(2), 232-249.

[8]. Byram, K., & Kramsch, C. (2008). Why is it so difficult to teach language as culture? The German Quarterly, 81(1), 20-34.

[9]. Byram, M. (1997).Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.

[10]. Byram, M., Nichols, A. & Stevens, D. (2001). Introduction. In M. Byram, A. Nichols & D. Stevens (Ed.), Developing Intercultural Competence in Practice (pp. 1-7). Great Britain: Cromwell Press Ltd.

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[12]. Canagarajah, S. (2014). In search of a new paradigm for teaching English as an international language. TESOL Journal, 5(4), 767-785.

[13]. Chen, G. M., & Starosta, W. J. (2000). The development and validation of the intercultural sensitivity scale. Human Communication, 3, 1-15.

[14]. Çiftçi, E. Y., & Karaman, A. C. (2018). I do not have to love them, I’m just interested in their language: Preparation for a study abroad period and the negotiation(s) of intercultural competence. Language and Intercultural Communication 18(6), 1-18.

[15]. Corbett, J. (2003). An intercultural approach to English language teaching. New York: Multilingual Matters.

[16]. Cushner, K. (2015). Development and assessment of intercultural competence. In M. Hayden, J. Levy & J. Thompson (Ed.), The SAGE Handbook of Research in International Education (pp. 200-216). UK: Sage Publications.

[17]. Deardorff, D. K. (2004).The identification and assessment of intercultural competence as a student outcome of international education at institutions of higher education in the United States (Unpublished dissertation). North Carolina State University, Raleigh.

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[20]. Dobbert, M. (1998). The impossibility of internalizing students by adding materials to courses. In J. Mestenhauser & B. Ellingboe (Ed.), Reforming the Higher Education Curriculum: Internalizing the Campus (pp. 53-68). Phoenix, AZ: Oryx Press.

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Research Paper

Listening Strategies and Listening Comprehension of L2 Learners

Xavier Aquino Velasco* , Ma. Jhona B. Acuña**

*-** College of Graduate Studies and Teacher Education Research, Philippine Normal University, Philippines.

Velasco, X. A., and Acuña, M. J. B. (2021). Listening Strategies and Listening Comprehension of L2 Learners. i-manager's Journal on English Language Teaching, 11(3), 44-51. https://doi.org/10.26634/jelt.11.3.17951

Abstract

Adhering to the notion that there is a correlation between the listening strategies used by L2 learners as ESL learners and their listening comprehension, this paper explores that relationship. Likewise, the study aims at investigating and identifying the listening strategies and listening comprehension among L2 or second language learners. Specifically, it seeks answers to the questions on the listening strategies used by L2 learners in terms of metacognitive, cognitive and socio-affective: beginning, developing, and proficient; their listening comprehension by item level; the relationship of the listening strategies and listening comprehension of L2 learners; and the intervention for teaching listening strategies in the ESL (English as a Second Language) classroom. In order to accomplish the purpose of this study, the correlation, analysis and surveys are used in this Descriptive Research. The data reveals that the L2 learners make use of a variety of listening strategies from time to time. They are flexible to adapt strategies in learning English as their second language. The learners are also found to have a developing listening comprehension; therefore they do not have sufficient skills to infer, discriminate, process and retain essential information from a listening source. These are attributed to several factors including unplanned, random and uncontrolled use of metacognitive, cognitive and socio–affective listening strategies. Therefore, it is concluded that the frequent, systematic, and appropriate use of listening strategies can have positive effects on listening proficiency of L2 learners. This paper likewise discusses the implications of the findings on language teaching, and learning.

References

[1]. Anderson, J. R. (1996). ACT: A simple theory of complex cognition. American Psychologist, 51(4), 355–365.

[2]. Berne, J. E. (1998). Examining the relationship between L2 listening research, pedagogical theory, and practice. Foreign Language Annals, 31, 169-190.

[3]. Brownell, J. (2010). Listening: Attitudes, principles, and skills (4th ed.). Boston, MA: Allyn & Bacon.

[4]. Cohen, Andrew D. (1990). Language learning: Insights for learners, the teacher, and researcher. Boston: Heinle & Heinle.

[5]. Chamot, A. U., & O’Malley, J. M. (1996). Implementing the cognitive academic language learning approach (CALLA). Language learning strategies around the world: Cross-cultural perspectives, 167-173.

[6]. Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual review of applied linguistics, 25, 112-130.

[7]. Chung, H. J. (2006). A study of English listening proficiency and listening strategy use. English Language Teaching, 18, 253-277.

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Research Paper

An Analysis of the Philosophies of English Language Instructors Working in English Preparatory Units

Kübra YAZGI* , Aydan Irgatoglu**

* Foreign Languages Department, Ufuk University, Ankara, Turkey.

** School of Foreign Languages, Ankara Haci Bayram Veli University, Ankara, Turkey.

Yazgi, K. and Irgatoglu, A. (2021). An Analysis of the Philosophies of English Language Instructors Working in English Preparatory Units. i-manager's Journal on English Language Teaching, 11(3), 5264. https://doi.org/10.26634/jelt.11.3.17806

Abstract

This research aims to determine the educational philosophies adopted by the instructors working in English Preparatory Units and to examine whether these preferences differ according to the selected variables. Within this frame work, the aim is to reveal the relationship between the educational philosophy which the instructors adopted and the independent variables such as their BA major, the type of university (state/private) they work for, their seniority and their gender. The study group of this research comprises of English instructors working in English Preparatory Units of state and private universities in Ankara during the 2019-2020 academic year. The study-was conducted with 211 voluntary English instructors. The research data were collected through a Likert-type scale called “Philosophy Preference Assessment” developed by Wiles and Bondi (2007, pp. 329-330). In this research, descriptive statistics (frequency, percentage, mean, standard deviation) and quantitative data analysis techniques (Mann Whitney U, Kruskall Wallis H) were used and the findings were interpreted. The result of the study is that experimentalism has the highest mean while perennialism has the lowest, and also there is no meaningful relationship between the educational philosophy adopted by the instructors and the selected variables. The result is projected as a contribution to the curriculum of School of Foreign Languages (SFL) and its in-service training programs.

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Volume 11 Issue 3 July - September 2021

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Meri-Yilan, S. and Koruyan, K. (2021). English Language Lecturers' Perspectives on Emergency Remote Teaching in Diverse Contexts. i-manager's Journal on English Language Teaching, 11(3), 1-10. https://doi.org/10.26634/jelt.11.3.17801

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An Analysis of the Philosophies of English Language Instructors Working in English Preparatory Units

Kübra YAZGI* , Aydan Irgatoglu**

* Foreign Languages Department, Ufuk University, Ankara, Turkey. ** School of Foreign Languages, Ankara Haci Bayram Veli University, Ankara, Turkey.

Yazgi, K. and Irgatoglu, A. (2021). An Analysis of the Philosophies of English Language Instructors Working in English Preparatory Units. i-manager's Journal on English Language Teaching, 11(3), 5264. https://doi.org/10.26634/jelt.11.3.17806

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* Agri Ibrahim Cecen University, Turkey.

**Saudi Aramco Industrial Training Centre, Kingdom of Saudi Arabia.

* Department of Foreign Languages, Kırklareli University, Kırklareli, Turkey.

** English Language Teaching Department, ÇanakkaleOnsekiz Mart University, Çanakkale, Turkey.

* Foreign Languages Department, Ufuk University, Ankara, Turkey.

** School of Foreign Languages, Ankara Haci Bayram Veli University, Ankara, Turkey.