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Ünlü Macar Türkolog, Doğubilimci ve Gezgin Prof. Ármin Vámbéry’nin Şamanizm Araştırmaları Üzerine
(TÜRKSOY Yay., 2022) Okutan Davletov, Nükhet; Davletov, Timur
1832 yılında Yahudi kökenli bir Macar ailesinde doğan ve 1913'te dünyadan ayrılan Arminius Vambery hayatı boyunca 38 kitap yazmış ve önemli Türkologlardan biri olarak kabul edilmiştir.
Şamandan Haycıya: Hakas Türklerinde Âşıklık Geleneği
(Kapadokya Üniversitesi Yayınları, 2021) Okutan Davletov, Nükhet; Davletov, Timur
Sibirya Türk halklarından Hakaslarda Şamanlığa ve destancılığa yani haycılığa geçiş sürecinin benzerliği dikkat çekmektedir. Şaman adayı, başta İrl?g yani Erlik Han tarafından seçilmekte ve ata ruhları tarafından geçiş için teşvik edilip Hakasça tös denen yardımcı ruhlar ile donatılmaktadır. Bununla birlikte Hakas inanışlarına göre Şamanlar, yalnızca Erlik Han ve Şaman ataların ruhlarıyla değil, dağ iyeleri ile de ilişki içindedirler. Gırtlaktan türkü söyleme veya kahramanlık destanı anlatma sanatı olan hay icra eden kişi anlamına gelen haycı adayı da kimi zaman hay eez? yani hay iyesi, kimi zaman da tağ eez? yani dağ iyesi tarafından seçilip genellikle rüyalarında olağanüstü özelliklerle, çalgı ve hay ustalığıyla, güzel bir ses ile donatılmaktadır. Bu motif, Müslüman Türk halklarındaki âşıklığa geçişi de hatırlatmaktadır. Alan araştırmaları göstermektedir ki XXI. yüzyıl Hakasları arasında haycıların yani destancıların, ölümden cenaze törenine dek geçen iki gece boyunca çathan adı verilen geleneksel Hakas çalgısı eşliğinde destan anlatarak ölen kişinin ruhunu Şamanlar gibi öbür dünyaya uğurlayabildiklerine ve ruhun yolculuğunu kolaylaştırabildiklerine inanılmaktadır. Bu örneklerden de görülebileceği üzere Türk kültürü için son derece karakteristik olan bu iki figürün yani Şaman ve haycının yetki sahaları kimi zaman kesişmekte, hatta birbirinin yerini alabilmektedir. Benzer biçimde Güney Sibirya Türklerinin av için taygada bulundukları sırada söz konusu tayganın, dağın ve o dağdaki tüm hayvan ve bitki yaşamının üzerinde güç sahibi olan tağ eez?’nin rızasını alabilmek için yanlarında haycı bulundurdukları da bilinmektedir. Bu eylem bir tür kansız kurban olarak değerlendirilmelidir. Nitekim tağ eez?’nin gönlünü hoş tutmak için onun kulağına hoş geldiğine inanılan hayın icra edilmesi, estetik kaygılardan değil, dinî inançlardan kaynaklanmaktadır. Bu anlamda Hakas haycıların tağ eez? için haylamaları ve destanlar anlatmaları, Yunan ozanların Dionysos kültü etrafında şekillenen şenliklerde bu tanrı onuruna tragedyalar sunmaları ile aynı doğrultudadır ve inanç temelli bir uygulamadır. Av ve haycı örneğinde esas olarak Şamanlarla ilişkilendirilen, iyelerle iletişim kurup onları teskin etme gücünün destancıya yani haycıya aktarılmış olduğu ifade edilebilir. Şamanların insanlığın ilk müzisyenleri ve ozanları olduğu göz önünde bulundurulduğunda bu ilişki daha iyi anlaşılacaktır. Aça da Sibiryalı anlatıcıların yalnız destan veya masal anlatan sanatçılar olarak algılanmadığını, bu kişilerin Şaman özellikleri taşıyan kutlu kişiler olarak kabul gördüklerini ifade etmiştir. Söz konusu ozanlık geleneği, Sibiryalı Şaman Türkleri için çok önemli bir yere sahiptir. Öyle ki bir haycı, bir yerleşim yerine geldiğinde o bölgedeki en güçlü Şamanların dahi kimi durumlarda toplu ayinleri erteledikleri bilinmektedir. Bunun nedeni ise ruhlar ve iyelerden destek alan güçlü bir haycının bulunduğu ortamda Şamana yardım etmesi gereken kutsal varlıkların meşgul olacaklarına ilişkin inanıştır. Bu anlamda Hakas Türklerinin haycılık geleneği, Türk dünyası için olduğu kadar insanlığın ortak kültürel mirası bakımından da ilgi görmeye değerdir. Sovyetler döneminde kayıt altına alınan ve günümüzde çeşitli arşivlerde korunan Hakas kahramanlık destanlarının sayısı yaklaşık 400-500 civarındadır. Ancak Hakas Türklerine ait en az 3-4 milyon dizelik bu mitoloji materyalinden şimdiye dek ancak çok küçük bir kısım Türkoloji literatürüne kazandırılabilmiştir.
A Corpus Based Study of General and Academic Vocabulary in Psychology Research Articles
(LINELT 2022, 2022) Valizadeh, Mohammadreza
A Corpus Based Study of General and Academic Vocabulary in Psychology Research Articles Department of Translation and Interpretation ( Faculty of Humanities, Cappadocia University, Cappadocia, Turkey, 50420. E mail: mrvalizadeh2015@gmail.com Abstract English lan guage vocabulary has been classified generally into four major categories including general service, academic, technical, and low frequency words. General service words are those frequently used function and content words that constitute the majority of ru nning words (around 90%) in spoken and written discourse. Knowledge of this vocabulary is essential for understanding various text types. Academic vocabulary refers to those words that are used more frequently in academic texts such as research articles. I t has been argued that in language learning courses, general vocabulary should be prioritized, and then the focus on instruction should be directed to academic words. Recent developments in corpus based study of language provided more efficient ways to ide ntify vocabulary items relevant to specific subject areas and the number of field specific vocabulary lists are growing. Within this line of research, the current study investigated the lexical profile of psychology research articles based on New General S ervice List ( (Browne et al., 2013a), and the New Academic Word List ( (Browne et al., 2013b). The findings revealed that 1,682 general service and 361 academic words occurred frequently in the corpus of psychology research articles. These words accounted for 84.20% of the corpus, and the list developed based on them might be employed in instructional programmes for setting vocabulary learning goals for psychology students. Given that vocabulary is an essential component writing proficiency for un iversity students, the findings of the study can also inform materials development in English for Academic Purposes ( courses.
Collaborative Writing on Google Docs: Effects on EFL Learners’ Descriptive Paragraphs
(Kutahya Dumlupinar University, School of Foreign Languages, 2022) Valizadeh, Mohammadreza
This experimental quantitative study, including pretest-treatment-posttest design, compared the effects of collaborative writing on Google Docs and individual writing practice on EFL learners’ descriptive paragraphs. The study was conducted during the covid-19 crisis. The participants were 48 Turkish EFL learners at pre-intermediate level of proficiency. The participants were assigned to two groups. One group, including 24 participants, experienced collaborative writing on Google Docs plus researchers’ comments as feedback (CWGD group). The other group, including 24 participants, experienced individual writing practice plus researcher’s direct corrective feedback (IWP group). The results of the independent samples t-test indicated that the CWGD group significantly outperformed the IWP group.
The Effect of Reading Comprehension Strategies Instruction on EFL Learners’ Reading Anxiety Level
(4th International Conference on Language, Education and Culture (ICLEC 2021), 2021) Valizadeh, Mohammadreza
This experimental study, using pretest-intervention-posttest design, investigated whether or not teaching English as a foreign language (EFL) learners to use comprehension strategies when they read English passages, decreases their English reading anxiety. The participants were 55 EFL learners in Turkey who were at lower-intermediate level based on the results of the Oxford Quick Placement Test. Data were collected via Saito, Garza, and Horwitz’s (1999) Foreign Language Reading Anxiety Scale (FLRAS). The whole treatment/control period lasted for 11 weeks during a reading course. The experimental group (n = 28) received instruction in reading comprehension strategies (i.e., previewing, scanning for details, skimming, identifying the topic and main idea, finding supporting details, making inferences, understanding the author’s purpose, making predictions, dealing with unfamiliar words, using context clues, and summarizing). The control group (n = 27) received instruction by traditional teaching methods (i.e., reading, paraphrasing, translating, and answering the exercises). The results of the Mann-Whitney U Test indicated that instruction in English reading comprehension strategies had a positive effect on EFL learners in terms of reducing their English reading anxiety.
004-USING GOOGLE KEYBOARD IN L2 WRITING: IMPACTS ON LEXICAL ERRORS REDUCTION
(12’inci Uluslararası Eğitimde Yeni Yönelimler Kongresi 19-20 Haziran/June, 2021, Turkey www.iconte.org, 2021) Valizadeh, Mohammadreza
The current study investigated the effects of integrating Google keyboard (Gboard) into L2 writing and the associated effects on lexical error reduction. The participants were 47 intermediate Turkish English as a foreign language (EFL) learners. The learners were divided into four groups (one control group and three experimental groups), and during the study, they were asked to write paragraph-length responses to a number of topics during classroom hours. The participants in the control group used pencil and paper in their writing, yet the participants in two experimental groups produced four responses using Gboard and four responses using pencil and paper at different weeks, and one experimental group used Gboard for writing about all the topics. Data analyses indicated that the use of Gboard resulted in a significant reduction of various lexical errors and increased accuracy ratios in the participants’ written responses. The implications of the study have been discussed.
The Challenges Facing English Language Teachers in Turkey
(2021) Valizadeh, Mohammadreza
This study, which utilized a mixed-methods design, aimed at investigating the challenges facing English language teachers in Turkey. Moreover, the study explored the probable effects of age, years of teaching experience, and teaching sector (i.e., state vs. private) on English language teachers’ perceptions of challenges in terms of school environment, students, community and parents, teachers’ skills, and curriculum. The data were gathered from 153 English as Foreign Language (EFL) teachers in Turkey via a questionnaire, including both open-ended questions and close-ended items on Likert-scale format. Many teachers complained that emotional support from the school principal is not enough, and classes are crowded, too. Those who worked in villages even complained about the problems of school buildings and environments. Half of the respondents believed that parents are unaware of the importance of English language and they do not cooperate with English language teachers. The majority of the teachers maintained that they need many training programs, such as workshops on using specific aids for teaching English language. The majority of the Turkish teachers of English complained that pressure from curriculum demands inhibits creative and innovative language teaching. In addition, they lack enough time and facilities to meet the requirements of the curriculum. Moreover, some teachers complained that the curriculum lacks sufficient attention to language communicative skills. Teachers’ age, years of teaching experience, and teaching sector did not significantly affect the teachers’ perceptions about the challenges. A set of recommendations is presented in this paper which can contribute to tackling the challenges.
Investigating the Impacts of Mobile Assisted Reading on EFL Learners' Vocabulary Knowledge Development
(2021) Valizadeh, Mohammadreza
In recent years, the proliferation of mobile technologies is transforming educational practices around the world. In this regard, students are attending classes with their mobile or tablet devices, on which they do most of their reading and writing activities. This has resulted in new understanding of literacy as being multimodal, fluid, sociocultural, and dynamic social practices. Within this growing body of knowledge, mobile assisted language learning (MALL) developed exponentially, and its implementation has been reported to be generally effective in language education compared to traditional materials. Following this line of research, the current study investigated the impacts of mobile assisted reading on English as a foreign language (EFL) learners' vocabulary development. The participants were 52 adult language learners divided into experimental and control groups. The participants in the experimental group used mobile devices for reading some selected and simplified news reports, while the control group used traditional materials for reading the same materials over the course of 10 weeks. The results of pre- and post-tests revealed that both groups improved their vocabulary knowledge, but the experimental group outperformed the control group and learned more vocabulary items. The findings highlighted the potentials of mobile devices in teaching second language reading with associated impacts on vocabulary development. The study has some implications for EFL teachers and materials developers.
Attrition of Oral Communicative Ability among English Language Graduates in Turkey
(2021) Valizadeh, Mohammadreza
This study explored the relationship between the period of Turkish EFL (English as a Foreign Language) graduates’ not using English as well as their ages with the attrition of their oral communicative ability. The study also indicated the language maintenance strategies the Turkish EFL graduates pursue to prevent the attrition of their oral communicative ability. To investigate the issues, the present study used a quantitative design and the convenience sampling. The participants included 153 Turkish graduates majoring in English fields. A test of oral communicative ability as well as a checklist including 20 ‘Language Maintenance Strategies’ were used to collect the required data. The results showed that the longer the period of language non-use, the more likely the attrition of oral communicative abilities of Turkish EFL graduates will occur. As for the language maintenance strategies, the item ‘watching movies with its corresponding subtitle in English’ was the most frequent, followed by ‘listening to English songs’, whereas ‘speaking in English with Turkish friends’ was the least frequent one, and this was followed by ‘speaking in English with foreigners’. The study highly recommends enhancing the conditions and quality of the EFL teacher education programs in Turkey.
The Effect of Comprehensive Written Corrective Feedback on English as a Foreign Language Written Syntactic Accuracy
(2020) Valizadeh, Mohammadreza
This quasi-experimental study, using a pre-test-treatment-post-test-delayed post-test design, investigated the effects of two comprehensive corrective feedback strategies: direct corrective feedback (DCF), and metalinguistic explanation (ME) on L2 learners’ written syntactic accuracy. The participants were 90 Turkish EFL learners. After ensuring their homogeneity in terms of L2 proficiency using Oxford Quick Placement Test, they were assigned to three groups: DCF, ME, and NF (i.e., no feedback). The treatment/control period lasted for five weeks, during which the experimental groups wrote an argumentative essay in class, received the unfocused feedback, and revised their corrected text. Results of the post-tests and delayed-post-tests (i.e., after a two-week interval) revealed that both experimental groups significantly outperformed the NF; however, no statistically significant difference was found between the DCF and ME groups.
THE EFFECT OF COMPREHENSIVE WRITTEN CORRECTIVE FEEDBACK ON EFL LEARNERS’ SYNTACTIC COMPLEXITY
(2021) Valizadeh, Mohammadreza
This quasi-experimental study, using a pretest-intervention-posttest-delayed-posttest design, investigated the effects of two types of comprehensive written corrective feedback strategies: direct corrective feedback (DCF), and metalinguistic explanation (ME) on L2 learners’ written syntactic complexity. The participants were 90 Turkish EFL upper-intermediate learners, whose L2 proficiency and L2 writing skills were controlled by administering the Oxford Placement Test and the IELTS writing-Task 2 test. They were assigned to three groups: DCF, ME, and NF (i.e., no feedback on grammatical errors). The treatment/control period lasted for five weeks. Every week, each participant wrote an essay of argument-led type in class and then received the specified feedback. No work was done on writing for the two-week interval between the posttest and delayed posttest. Lu's (2010) web-based L2 Syntactic Complexity Analyser was utilised to calculate the syntactic complexity measures. The MANOVA test revealed the ME group was not significantly different from the NF group. The DCF group significantly outperformed the ME group in the clauses per sentence (C/S) of the texts both in posttests and delayed-posttests. The DCF group also significantly outperformed the NF group in the clauses per T-unit (C/T), complex T-units per T-unit (CP/T), and C/S in posttests, but the positive effect of the DCF on CP/T was not durable after the two-week interval.
The Flipped Pedagogy: Effects on Grammatical Competence and Writing Skill of Basic Users of English
(2021) Valizadeh, Mohammadreza
This experimental study, using a pre-test-intervention-post-test design, aimed to explore the effect of semi-flipped instruction on the grammatical competence and writing skill of basic users of English, who were also considered as low achievers among their classmates, based on the teachers’ opinions, criteria of the institute as well as Common European Framework of Reference for languages. The participants were 53 Iranian students, who were assigned to two groups: the flipped and non-flipped. Each group received ten sessions of intervention. First, whether there was any significant difference between the two groups in terms of their grammatical competence and writing skill was investigated. The flipped group significantly outperformed the non-flipped one. Next, whether the non-flipped intervention caused any significant change in the grammatical competence and writing skill of the non-flipped participants was examined, and significant changes were found. The superiority of the flipped pedagogy can be attributed to the process of actively engaging the students in their learning in addition to including various techniques, such as collaborative writing, in-class teacher-learner interaction and negotiation as well as the video screen-casting, because it is argued that the essential point in flipped instruction is how the instructors best utilize in-class-time with the learners.
English as a Foreign Language Teachers’ Writing Assessment, Literacy, Beliefs, Practices, and Training Needs: The Context of Turkey
(2021) Valizadeh, Mohammadreza
Teachers’ assessment literacy, beliefs, and practices contribute to encouraging or undermining students’ learning. Therefore, investigating the literacy to fulfill the teachers’ training needs is essential. This quantitative survey study investigated the current level of Turkish EFL (English as a Foreign Language) teachers’ writing assessment literacy (WAL) and identified their training needs in this area. Further, this research explored the teachers’ beliefs about different writing assessment methods, general assessment issues in writing classrooms and then scoring accuracy in writing assessment. Moreover, the teachers’ writing assessment practices were studied. The participants were 152 Turkish EFL teachers. The data was collected through a questionnaire. A vast majority of the participants (over 90%) expressed their needs for receiving training in all the investigated WAL areas. Nearly half of the teachers (over 45%) reported that they seldom or never integrate writing with other skills, use portfolios, use computer technology, and ask students to do self-assessment. It also seems that there is not enough collaboration among the teachers. The detailed findings regarding the teachers’ beliefs in the above-mentioned issues are explained and discussed in the paper. To improve the situation, the shortcomings in the language teacher education programs in Turkey had better be addressed.
Language Teachers’ Perceptions of Using Google Keyboard in L2 Writing
(2021) Valizadeh, Mohammadreza
Despite the growth of research on mobile technologies in educational contexts, research on language teachers’ perceptions of mobile technologies particularly in the English as a Foreign Language (EFL) remains sparse. Hence, the present study explored EFL teachers’ perceptions of using Google keyboard (Gboard) for L2 writing instruction. The participants were two teachers who taught 47 intermediate Turkish EFL learners. Data were collected from the teachers. They were asked to keep a teaching journal and report their perceptions of Gboard implementation as well as the most distinctive lexical errors they deemed to emerge in the learners’ writing. Data analyses indicated that the teachers perceived the integration of Gboard into instruction as an effective intervention that assisted with enhancing the spelling accuracy of the learners. The implications of the study have been discussed.
Meta-Discourse Makers in Introduction and Literature Review Sections of Management Articles Written by Iranian and Foreign Scholars
(2021) Valizadeh, Mohammadreza
This study aimed to explore interactive meta-discourse markers used in the introduction and literature review sections of the management articles written by Iranian scholars based on Hyland's (2005) model. A mixed methods design was selected.
Foreign Language Anxiety in Virtual Classrooms in Turkey
(2021) Valizadeh, Mohammadreza
This mixed-methods study investigated foreign language anxiety in virtual English as a foreign language (EFL) classrooms in Turkey. The Turkish EFL university learners' anxious feelings in traditional and virtual classrooms were compared. Then, the reasons for their feelings were explored.
EFL Teachers' Writing Assessment Literacy, Beliefs, Practices, and Training Needs: The Context of Turkey
(2020) Valizadeh, Mohammadreza
Teachers’ assessment literacy, beliefs, and practices contribute to encouraging or undermining students’ learning; therefore, investigating such literacy to fulfill the teachers’ training needs is essential. This quantitative survey study investigated the current level of Turkish EFL (English as a Foreign Language) teachers’ writing assessment literacy (WAL) and identified their training needs in this area. Further, this research explored the teachers’ beliefs about different writing assessment methods, general assessment issues in writing classrooms and then scoring accuracy in writing assessment. Moreover, the teachers’ writing assessment practices were studied. The participants were 152 Turkish EFL teachers. The data was collected through a questionnaire. A vast majority of the participants (over 90%) expressed their needs for receiving training in all the investigated WAL areas. Nearly half of the teachers (over 45%) reported that they seldom or never integrate writing with other skills, use portfolios, use computer technology, and ask students to do self-assessment. It also seems that there is not enough collaboration among the teachers. The detailed findings regarding the teachers’ beliefs in the above-mentioned issues are explained and discussed in the paper. To improve the situation, the shortcomings in the language teacher education programs in Turkey had better be addressed.
The Effect of Individualized Technology-Mediated Feedback on EFL Learners' Argumentative Essays
(2020) Valizadeh, Mohammadreza; Soltanpour, Fatemeh
This quantitative quasi-experimental study, which followed a pretest-posttest-delayed posttest design, was aimed at investigating the effect of individualized technology-mediated feedback (henceforth, ITMF) on the overall quality of Iranian EFL learners' argumentative essays. The effect of ITMF, as the experimental treatment, was compared with the common written corrective feedback (henceforth, CWCF) strategies as the control treatment. 57 learners, studying at general EFL courses at upperintermediate level, formed the participants. They were assigned to two groups: ITMF and CWCF, which, in this study, is meant as the pen-and-paper form of direct and indirect feedback. Each group received six sessions of treatment. The writing tasks and tests were all of argumentative type. First, whether there was any signifıcant difference between the ITMF and CWCF in the overall quality of the essays was investigated. The ITMF group signifıcantly outperformed the CWCF one. Then, whether the difference between the groups varied over time was explored, and it was revealed that the ITMF was still signifıcantly superior over the CWCF. Next, whether there would be any signifıcant change in the ITMF in the long term was examined, and no change was seen. The study supports the advocates of screen castingfeedback, revision and teacher-learner negotiation following the feedback.
IRANIAN EFL TEACHERS' WRITING ASSESSMENT BELIEFS, LITERACY, AND TRAINING NEEDS: DO MAJORS MATTER?
(2020) Valizadeh, Mohammadreza
This study gauged the current level of Iranian EFL (English as a Foreign Language) teachers in Writing Assessment Literacy (WAL) and identified their training needs in this area. Further, this research investigated the teachers' beliefs about scoring accuracy in writing assessment, general assessment issues in writing classrooms, and different writing assessment methods. 146 participating Iranian EFL teachers were divided into two groups of TEFL (Teaching English as a Foreign Language) and Non-TEFL, based on their university degrees, so the mentioned issues were explored in terms of the teachers' majors in order to find any significant associations between the teachers' majors and the raised issues or any significant differences between the two groups of teachers' beliefs in the above-mentioned subjects. Quantitative data were collected via a questionnaire. A significant association was found between the teachers' majors and the status of receiving prior writing assessment training. Moreover, comparative analyses between the TEFL and Non-TEFL groups revealed significant differences in all areas of WAL training, as well as the teachers' beliefs about general assessment issues in writing classrooms and different writing assessment methods. However, regarding the teachers' self-report about the perceived level of training need and the teachers' beliefs about writing scoring accuracy, no significant differences were found between the two groups in majority of WAL areas and belief statements. To improve the condition, amending of the language teacher education programs is a vital step to be taken in Iran.

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