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Can exams change how and what teachers teach? investigating the washback effect of a university english language proficiency test in the turkish context
Sağlam, Aslı Lidice Göktürk. - : Hacettepe University, 2018
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2
The integration of educational technology for classroom-based formative assessment to empower teaching and learning
Sağlam, Aslı Lidice Göktürk. - : IGI Global, 2017
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3
Unveiling the mystery: investigating L2 reading motivation in an EFL classroom
Şirin, Petek; Sağlam, Aslı Lidice Göktürk. - : Middle East Technical University, 2012
Abstract: Research in L2 reading motivation has gained impetus and provided many insights into understanding the components of motivation and factors that affect L2 learners in terms of reading motivation. Although many studies can be found on L1 reading motivation, studies on L2 reading motivation seem to be relatively meager. Since action research encompasses a sequence of events and an approach to problem solving, the present study addressed to examine whether; (1) this sample of Turkish University students differ in terms of their intrinsic motivation and extrinsic motivation and (2) a change in methodology has an impact on the L2 reading motivation. Participants responded to a Motivation for Reading Questionnaire (MRQ) and took part in focus group interviews. Results revealed that L2 reading motivation was affected by extrinsic factors mostly and the changes in methodology and the instructional elements had a crucial effect on intrinsic and mostly extrinsic motivation, reading amount and performance. Results foreshadowed insightful methodological changes.
Keyword: L2 reading motivation
URL: http://hdl.handle.net/10679/275
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