Journal of Education https://jebs.ibsu.edu.ge/jms/index.php/je The IBSU Journal of Education is an official multi-disciplinary peer-reviewed scientific journal of the Faculty of Education and Humanities at International Black Sea University. IBSU Journal of Education annually publishes scholarly works in the field of: English Philology, Education Management, English Language Teaching and Education Sciences. en-US jebs@ibsu.edu.ge (Mehmet Shahiner) jebs@ibsu.edu.ge (Mehmet Shahiner) Wed, 17 Jun 2015 00:00:00 +0400 OJS 3.2.1.4 http://blogs.law.harvard.edu/tech/rss 60 Case Study of S tudents’ Needs and Attitudes Towards Topics Dealing with the Target Culture in the EFL Syllabi in Georgian High Schools https://jebs.ibsu.edu.ge/jms/index.php/je/article/view/105 <p>In second/foreign language teaching a very important aspect of contents of teaching is culture, the unity of language of culture.<br />Much has already been done in this direction, but still much has not been investigated. The goal of the article is to find out <br />whether Georgian students think that too much / insufficient teaching about English-speaking countries’ culture is offered at <br />school and what aspects of teaching about the culture students expect to get. A conclusion is made that it is necessary to pay<br />more attention to teaching about culture in general and in particular to that of various English-speaking countries (not only the<br />UK and US, as the traditional approach is), to develop various language activities, especially speaking ones, that will make<br />teaching about culture interesting and engaging, and to provide a variety of culture-related topics.</p> Natela Doghonadze Copyright (c) 2017 Journal of Education https://jebs.ibsu.edu.ge/jms/index.php/je/article/view/105 Wed, 17 Jun 2015 00:00:00 +0400 Significance of Drama and Drama Exercises in Teaching Turkish as a Foreign Language, the Case of IBSU https://jebs.ibsu.edu.ge/jms/index.php/je/article/view/106 <p>The objective of this study is to determine the role of using drama and/or dialogs performed by students to make the lecture<br />more entertaining and provide strong skills while teaching Turkish as a foreign language. There are few adequate studies for<br />drama application for Turkish as a Foreign Language teaching. The studies performed in this area are mostly towards teaching<br />Turkish as a mother tongue. In the article an attempt is made to demonstrate the significance of drama exercises in teaching<br />a foreign language and a conclusion is made that drama and performances increase the involvement and motivation of studentsin<br />the class and develop speech.</p> Sinem Atış Copyright (c) 2017 Journal of Education https://jebs.ibsu.edu.ge/jms/index.php/je/article/view/106 Wed, 17 Jun 2015 00:00:00 +0400 Effects of Using Interactive Whiteboards at High School Mathematics Classrooms https://jebs.ibsu.edu.ge/jms/index.php/je/article/view/107 <p>This article presents the results of a quantitative research about the effects of using interactive whiteboards in high school<br />mathematics classroom. It will be helpful for the high school mathematics teachers as well as for researchers in the field of<br />teaching mathematics. The aim of the article is to investigate the effects of using interactive whiteboards in high school mathematics<br />classrooms.<br />In<br />the<br />article<br />the<br />following<br />research<br />questions<br />are<br />answered:<br />“What<br />can<br />we<br />do<br />with<br />an<br />interactive<br />whiteboard?”<br />and<br />“Do<br />we<br />really<br />need<br />the<br />properties<br />of<br />the<br />interactive<br />whiteboard?”<br />For<br />the<br />research<br />part<br />of<br />the<br />article<br />mathematics</p><p>lessons<br />for<br />tenth<br />grade<br />students<br />of<br />a<br />private<br />school<br />in<br />Tbilisi<br />were<br />held<br />in<br />two<br />ways.<br />During<br />the<br />first<br />6<br />weeks<br />the<br />topics<br />were</p><p>taught<br />on a blackboard by<br />traditional methods.<br />Starting from seventh week we used an interactive whiteboard. At<br />the end of<br />the<br />research<br />a<br />student<br />questionnaire<br />was<br />applied.<br />In<br />the<br />questionnaire<br />10<br />questions<br />were<br />asked<br />about<br />the<br />benefits<br />and<br />differences<br />of using interactive whiteboards in<br />mathematics lessons. It was<br />found that the application of<br />interactive whiteboards in</p><p>mathematics<br />lessons has a number of significant benefits.</p> Ahmet Çakir Copyright (c) 2017 Journal of Education https://jebs.ibsu.edu.ge/jms/index.php/je/article/view/107 Wed, 17 Jun 2015 00:00:00 +0400 Managing the Classes by using Multiple Intelligence Instruction https://jebs.ibsu.edu.ge/jms/index.php/je/article/view/108 <p>Classroom management is one of the challenging and difficult tasks to achieve for many of the foreign language teachers and<br />they confront different types of classroom management problems every day, such as disobeying the school and classroom rules,<br />misbehaving during the lessons, using obscene words and gestures, and showing disrespect. Unless the FL teachers overcome<br />those classroom management problems, it is hard to teach effectively. This study deals with some high school EFL teachers who<br />use multiple intelligence instruction methods in their lessons in Duhok city in Iraq. A questionnaire and interviews were used to<br />collect data about how the teachers control their classes, their attitudes toward managing the classes and assumptions aboutmultiple<br />intelligence instruction. The<br />preliminary results of the study show that teachers who use different<br />types of teaching activities</p><p>can<br />control their classes easier than the ways they used when they applied traditional teaching approaches. If teachers take into</p><p>consideration<br />students’</p><p>Multiple Intelligences, they can achieve higher student engagement in the class activities. On the other<br />hand, those teachers who use the same teaching techniques all the time have difficulties in managing the classes or their lessons<br />are so boring. As a result, using different types of activities which are related to learners’ intelligence can both foster a positive<br />climate and help the teachers to control their classes.</p> Suleyman ÇELIK Copyright (c) 2017 Journal of Education https://jebs.ibsu.edu.ge/jms/index.php/je/article/view/108 Wed, 17 Jun 2015 00:00:00 +0400 Comparative Analysis of the Problem of Tense in Georgian and Turkish Languages https://jebs.ibsu.edu.ge/jms/index.php/je/article/view/109 <p>Georgian verb is rich in grammatical categories, however, some of these categories are the subject of debate, and category of<br />time is one of these. According to some linguists, tense is one of the primary categories of the Georgian verb. It is known that a<br />grammatical category must be expressed by an appropriate affix; however, Georgian verbs do not possess such. It is one of the<br />elements of tense rows, i.e. it is expressed by one of the rows to which an appropriate question sign (?) is added. The subject of<br />our interest is whether the tense is a grammatical or a semantic category in Georgian, and what answer we will obtain by comparing<br />Georgian-Turkish<br />linguistic data with one another.<br />The issue of grammatical tense is not clear in Turkish linguistic scholarly literature, either. According to the commonly accepted <br />view in Turkish scientific literature, there are four grammatical tenses in literary Turkish language, however, some linguists divide <br />past tense into two parts:<br />Simple tenses in Turkish are divided into five forms and,unlike Georgian, all Turkish grammatical tenses have their own markers:<br />1. Present-indefinite (-yor): “Kızım sana söylüyorum,gelinim sen işit“ –“I am appealing to my daughter, so may my bride hear<br />my words“; 2. Future-affirmative (- acak, -ecek): “Ben bu işi yapacağım“ –“I will definitely do this“; 3. present-future (-r, -ar, -er,<br />-ır, -ir, -ur, -ür) “Son gülen – iyi güler“–“He, who laughs the last, laughs the best“; 4. Future-outcome (-mış<br />), Turkish: “Sevgisiz<br />doğmuşsun, sevgisiz büyümüşsün“ –“You were born without compassion and you have grown without it as well“; 5. Past-affirmative<br />(-dı<br />), Turkish: “Diyeceklerini unuttu, hiçbir şey söyleyemedi“–“He forgot what he was going to say, so he could not say<br />anything“. With these tense markers we can easily understand in which form a particular verb was used.<br />4<br />Accordingly, tense is a clearly expressed grammatical category in Turkish: each tense has its own marker. This very point makes<br />it clear for Turkish language learners to distinguish the tense form in which the particular verb is. The same cannot be said about<br />foreigners, namely,about the Turks learning Georgian. Regarding the above-mentioned point,the following can be suggested:<br />when studying the Georgian language, foreigners should pay attention to the prefixes with which they can express the future<br />tense by present indefinite, in all other cases attention should be paid to the semantics, i.e. the context. <br />The comparison of Georgian-Turkish linguistic data reveals difference which causes difficulty in comprehending the tense category<br />in Georgian verbs. Indeed, in Georgian the tense category has the corresponding semantics and the function of tense in</p><p>general,<br />but is not expressed formally.<br />Accordingly,<br />we should consider the viewpoint of the scientists claiming that tense is a</p><p>semantic<br />category rather than grammatical one.</p> Harun Chimke Copyright (c) 2017 Journal of Education https://jebs.ibsu.edu.ge/jms/index.php/je/article/view/109 Wed, 17 Jun 2015 00:00:00 +0400 Speaking Anxiety Among Turkish EFL Students (Case of IBSU) https://jebs.ibsu.edu.ge/jms/index.php/je/article/view/110 <p>Since English is one the most widely spoken languages in the world, speaking anxiety could become a serious problem for learners.<br />Hence,<br />to<br />prevent<br />further<br />negative<br />consequences,<br />caused<br />by<br />this<br />issue<br />(such<br />as<br />loss<br />of<br />motivation<br />while<br />learning<br />the<br />target</p><p>language,<br />avoiding<br />speaking<br />in<br />public,<br />etc.),<br />it<br />needs<br />to<br />be<br />deeply<br />studied.<br />The<br />study<br />investigates<br />the<br />feelings<br />of<br />English<br />language</p><p>anxiety<br />among<br />Turkish<br />EFL</p><p>students. The study revealed that the majority of the participant, despite their gender and level differences,</p><p>more or less experienced English language anxiety. The article seeks to find out the types of anxiety felt by foreign<br />language learners and also provides several ways how to cope with it.</p> Huseyin Demir Copyright (c) 2017 Journal of Education https://jebs.ibsu.edu.ge/jms/index.php/je/article/view/110 Wed, 17 Jun 2015 00:00:00 +0400 Towards Target Language Awareness of English Language Teachers - Three Stories of Teacher Education Projects https://jebs.ibsu.edu.ge/jms/index.php/je/article/view/111 <p>The process of training future teachers of English has gained a new dimension recently thanks to ubiquitous access to the Web<br />and widespread availability of hardware and software. Even despite that, however, teacher trainers need to be looking for sound<br />pedagogical procedures that could be implemented in teacher training sessions. The purpose of the present paper will be to show<br />the design and implementation of “TEFL specialisation module 4” post-graduate course, aiming at expanding digital teaching<br />skills and target language awareness of student teachers. In particular, a discussion of text-based, audio-based and video-based<br />instructional modules will be provided.</p> Jarosław KRAJKA Copyright (c) 2017 Journal of Education https://jebs.ibsu.edu.ge/jms/index.php/je/article/view/111 Wed, 17 Jun 2015 00:00:00 +0400 Adult Language Instruction in Liberal Adult Education I nstitutions in Finland https://jebs.ibsu.edu.ge/jms/index.php/je/article/view/112 <p>Extensive research has been carried out on adult education, although no single study exists which adequately covers foreign<br />language instruction in liberal adult education institutions. At adult education centers (AECs) learners differ in many aspects,<br />creatinga complex environment for teaching. This paper presents research which was designed to study adult learners’ attitude<br />towards the language programs/courses; it describes adults’ learning experience at liberal AECs. The research was conducted in<br />2013 within the operating foreign language courses at the AECs in Turku, Finland. The data was gathered by a semi-structured<br />interview. Twenty three AEC language learners participated in the survey. The main issues addressed in this paper are: a) adult<br />learners’ attitude toward the language courses, b) AEC language classroom practices (success factors and obstacles). The current</p><p>study found that the language courses were in demand. Along with these positive findings the study disclosed that adult <br />learners had some problems that could be solved by educators and administrators’ intervention. These problematic areas were: <br />1) teaching methods and approaches, 2) teaching materials 3) course/ class management 4) teaching resources. The AEC<br />educational environment is extremely diverse and thismakes teaching tremendously complex. Only through a constant dialogue<br />between an instructor and learners it is possible to create a productive, satisfying environment.</p> Tamar Mikeladze Copyright (c) 2017 Journal of Education https://jebs.ibsu.edu.ge/jms/index.php/je/article/view/112 Wed, 17 Jun 2015 00:00:00 +0400 The Importance of Parental Involvement in School Development in Georgia (Case of Private School ‘Logos’) https://jebs.ibsu.edu.ge/jms/index.php/je/article/view/113 <p>The presented paper examines how parental involvement in education can facilitate school development and improvement in<br />Georgia. The study, which was conducted in the private school “Logos”, Tbilisi, Georgia, sought to find out the types and categories<br />of<br />parental<br />involvement,<br />parent’s<br />assessment<br />of<br />school<br />and<br />family<br />responsibilities<br />in<br />the<br />process<br />of<br />education,<br />and<br />finally,<br />barriers<br />that impede successful school-parent cooperation. The<br />aim of the research was to identify whether the interviewed parents</p><p>felt<br />involved<br />in<br />their<br />children’s<br />education<br />and<br />school<br />life<br />as<br />well<br />as<br />find<br />out<br />what<br />activities<br />they<br />would<br />be<br />willing<br />to<br />get<br />involved<br />in.</p><p>The<br />research also studied the strategies that would help parents to be better involved and the barriers that prevented them from</p><p>engaging<br />in<br />school<br />life.<br />Based<br />on<br />the<br />findings<br />of<br />the<br />research,<br />we<br />were<br />able<br />to<br />draw<br />conclusions<br />and<br />recommendations<br />that<br />are</p><p>useful for school administrators in order to turn Georgian schools into open-type, democratic institutions that are ready to achieve <br />better academic results for the future generations.</p> Ekaterine Pipia, Ketevan BATSANKALASHVILI Copyright (c) 2017 Journal of Education https://jebs.ibsu.edu.ge/jms/index.php/je/article/view/113 Wed, 17 Jun 2015 00:00:00 +0400 Problems of International Student Mobility in Georgia https://jebs.ibsu.edu.ge/jms/index.php/je/article/view/114 <p>This research was designed to examine the level of internationalization of higher education in terms of international student<br />mobility in Georgia. The papers aims to explore Georgia as 1) the host country and 2) the country of origin of internationally<br />mobile students, detect the most common problems and barriers existing in the process of recognizing the diplomas obtained at<br />American and European Universities and validating Georgian educational documents abroad. The study revealed that Georgia,<br />after implementing reforms and becoming a part of the Bologna system, is increasing its internationalization level, but there are<br />many problems with the recognition of international education, as well as with the recognition and validation of Georgian education</p><p>abroad, which harms the reputation of Georgian higher education system. It is quite obvious that many Higher Education<br />Institutions in Georgia still do not have the capacity to meet the demands of international students, which results in low numbers, <br />especially on the masters programs. The study concludes that the majority of Georgian educational documents issued after 2005 <br />(after the new reforms and Bologna processes in higher education - HE), have no validation problems at American and European<br />Universities, which stresses the fact that the quality of Georgian HEIs is increasing.</p> Ekaterine Pipia, Tinatin GABRICHIDZE Copyright (c) 2017 Journal of Education https://jebs.ibsu.edu.ge/jms/index.php/je/article/view/114 Wed, 17 Jun 2015 00:00:00 +0400 Data-driven Vocabulary Learning vs Traditional Instruction at a High School in Uganda https://jebs.ibsu.edu.ge/jms/index.php/je/article/view/115 <p>The importance of vocabulary knowledge has gained much more attention in recent years. In order to increase the lexical knowledge,<br />there<br />have<br />been<br />many<br />attempts<br />by<br />various<br />researchers<br />to<br />find<br />new<br />vocabulary<br />learning<br />strategies.<br />Data-Driven<br />Learning</p><p>(DDL)</p><p>was introduced as a new vocabulary learning strategy by Tim Johns (1991) by taking advantage of online corpora. The<br />present study aims to investigate whether this new approach is effective in vocabulary learning compared to traditional instruction.<br />4 months of experimental study involved two different groups as experimental (DDL) and control (traditional instruction) group.<br />The analyses of the end of pre and post-tests showed that the experimental group performed better than the control group. The<br />analyses showed that the difference in performance between the two groups was statistically significant.</p> Bilal Tekin Copyright (c) 2017 Journal of Education https://jebs.ibsu.edu.ge/jms/index.php/je/article/view/115 Wed, 17 Jun 2015 00:00:00 +0400