Kategori arşivi: Mesleki Gelişim

Professıonal development actıvıtıes: HOW CONSCIOUS ARE WE WHILE CORRECTING ORAL ERRORS?

We would like to thank Dr. Gökhan Öztürk for his informative, engaging, and inspiring workshop that helped raise our consciousness on correcting oral errors and encouraged us all to analyse our ways of dealing with errors in the class.

Here is the outline of the workshop:

  • Six major types of oral corrective feedback
    • Input providing vs output prompting
    • Uptake and repair
  • Recast – most common – the least effective
  • Student perspectives on types – negative vs positive
  • Three major types of timing in OCF
    • Immediate – delayed – post-delayed
  • Student perspectives on timing
  • Beliefs and practices of teacher >>> Discrepancies



Professıonal development actıvıtıes: Words ın actıon

In this workshop, Güven Çağdaş Gündoğdu shared fun and productive ways of using drama in language teaching. Here’s the outline of his workshop.


Show Your Value

Participants stand in a circle. They come to the center one by one to express what they value most using gestures, mimics, and posture.

Others try to guess what they are trying to express.

Sentence Hunt

What’s your word?



Ask for a volunteer to go out. Tell him he is going to hunt for a sentence.

Get the participants up. Ask them to

stand apart from each other. Tell them

Get the participants up. Ask them to stand apart from each other. Tell them they can face somebody else as well.

Ask them to close their eyes and stretch arms forward. Tell them you are going to give some of the words of the sentence.

Tell those with the words to put them in their pockets. Ask everybody to open their eyes.

Invite the participant outside back in and start the game.

Believe yourself and you will be unstoppable.

Either I will find a way or I will make one.

I am imperfect, but I am perfectly me.

After three rounds, ask participants of what they think the theme of those quotes is.






Give each group a set of three values (A group member pics words from an envelope). Ask them to write a story and act it out to others using those values.

Groups watch each other and critique their acting.


Groups write quotes about a value and display on the walls.

Everyone expresses their opinion about the work done.


The topic of our first “experience sharing” meeting was our best/worst teaching practices. We first shared what we felt we were good at and how we created an effective teaching/learning environment, which ranged from classroom management and building rapport to teaching certain bits of grammar and vocabulary. The area where we all felt somewhat insecure centred around teaching listening. This apparently common need to understand how to teach listening gave us the idea to search deep into this area and gather around one more time to share, discuss, and hopefully take a step further to enquire and exploit ways to teach this receptive skill to the fullest in the classroom.

Professıonal development actıvıtıes: Usıng fılms ın language classes

In this week’s professional development activity we had the opportunity to attend one of the well-received workshops conducted last semester. By popular demand, Görkem and Numan kindly accepted to repeat their workshop on using films effectively in language classes.

To add to the ones that marked the previous session, this workshop induced discussions on how to integrate activities involving films into our curriculum. Using short films or clips from longer ones was the agreed-upon idea to get the most out of these activities without causing any divergence from the school curriculum, losing track of the targeted purpose in such “fun” activities, and focusing on what is to be learned at that point in time, preferably in line with the course syllabus.

We thank Görkem and Numan once again for this session which guided all of us to some fun and practical ideas for our classes. And thanks to all those who participated, discussed, and shared.


Below are the activities that will be conducted for professional development purposes at our school this semester:

Workshops: Interactive meetings led by in-house or guest speakers will be held for exchange of information to raise awareness, explore solutions to common problems, and improve teaching skills in line with new practices and innovations in language teaching. They are interactive training activities where participants carry out a number of activities rather than passively listen to a lecture or presentation. The topics of workshops are determined according to the needs analysis carried out at the school so that they are tailored towards meeting the needs of the teachers.

5-10-minute activities: Interactive and participatory gatherings marked by hands-on experience will be arranged to share the presenters’ favourite, creative, fun, and practical activities for the language classroom.

Experience sharing – Case stories: Meetings that will allow all participants to express ideas, inquire into and reflect on key issues and areas in ELT through the framework of their personal experiences in the classroom will be organised. The discussions are planned to be structured around the following topics:  

  • Classroom management – (giving instructions, setting up tasks and interactional patterns, monitoring, persistent use of L1, undisciplined or disruptive behaviour, personality clashes)
  • The best/worst teaching practice/subject – what do you enjoy teaching/what do you think you can’t teach well?
  • Dealing with silent/dominant/bored/defiant students
  • Eye-opening moments that changed your teaching philosophy

Professıonal Development Actıvıtıes: The Use of Emotıcons to Promote Wrıtıng Skılls and How to Implement Movıes ın Language Classes

This week we had two PD activities: a presentation by Erkin Özdemir on the use of emoticons to promote writing skills, and another by İsmet Görkem Akgün and Numan Aydın on how to implement movies in language classes.

Erkin presented his study (that he conducted in 2015). He first told us about what made him consider conducting the study: he had D level (Beginner) level students with low motivation. As he searched for a fun way to promote writing, he came up with the idea of using Emojis (the Word of the year in 2015 was an emoji: “Face with Tears of Joy: 😂

He looked into the issues about writing, and learnt about the fear of writing and the reasons behind it:

  • adjusting to a new form of writing
  • writing for a reader or readers who are overly critical
  • working in a limited time
  • responding to an assignment

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As he went over these reasons, there was also some self-criticism: we could sometimes be overly critical and all four could be sound reasons for why our students might be struggling with writing as well.

In relation with the last reason, he also mentioned that there was a shift from handwriting to using electronic media. Even for the writing assignments other than the requirements for the lessons, some students seem to prefer sending them online. Questions “Do those students feel more comfortable that way or do they do it because of practicality? Do they have more problems with spelling?” also come to mind.

After giving some more theoretical information on why and how to teach writing (with reference to Jeremy Harmer, of course), Erkin moved onto his study. He chose an informal setting (WhatsApp and Edmodo), as he felt it would help his students more. Remembering the 4 reasons of the fear of writing, the choice of an informal setting could help with each-I thought.

So what did he do? He shared with his students a sentence containing an emoji (or more) and his students posted comments or questions. His first post was, as far as I understand: “ Yesterday I went 🐟  and I ate 🐟 ” Not all the comments to this post were in the target language. One I remember was “Afiyet olsun!” As for error-correction, he did not do it explicitly: he commented on their posts so that the students would see the correct versions of their sentences.

Erkin mentioned that he had done the study with 20 students only and added that statistically speaking, it might not be as valuable. He might be right, but I felt it provided valuable data for his classroom practices, about his class as a whole, and his students individually. It was also valuable in the sense that it gave us some ideas about how to promote writing in our classes-and not necessarily only for beginner level classes: surely good enough reasons to consider it a valuable study- I thought.

Before sharing some statistical results with us, he told that there was more production and the topic & themes they covered were more varied than he had expected. For some reason, this observation stuck in my mind more than most of the statistical data he provided us with. As for the results of his study, I was surprised to learn that only half of the students thought such activities helped them with error-correction.

What followed were more ideas on how else we can use Emojis to spice up our lessons.

  • Give students some emojis and ask them to write about a weekend away.

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  • Give students some emojis followed by several questions, ask them to answer the questions.

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  • Instead of doing “Spot the Differences” with pictures, why not do it with emojis? This could be an individual activity, or you could give each student a set of emojis and do a communicative pair-work activity.

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  • And here is an idea for homework:

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We would like to thank everyone who participated and shared their ideas and experiences with us all.

We would also like to thank Erkin Özdemir for this session. For more information about the study and the slides he used, please contact him: erkino@anadolu.edu.tr


The following session was by İsmet Görkem Akgün and Numan Aydın on how to implement movies in language classes.

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Görkem started off by asking why we (should) use films. Needless to say, there was a lot we talked about, as far as I remember, the ideas we came up with are:

  • Using films are a motivation in itself- of course.
  • They are authentic.
  • They provide exposure (particularly valuable in our non-native context)
  • They provide rich & fun material to work with.

There might have been more reasons mentioned, but some of what my colleagues said during the discussion were:

  • short clips from films could speak volumes to our students
  • for students, sometimes it’s like being in the same room with the characters having a conversation: that’s exposure to real language

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Görkem then continued saying that he’d be sharing his experience. It was about how he had used a short film with low-intermediate students. He mentioned that it might work better with intermediate students. The short film he chose was “Alike”- well-worth watching if you haven’t already.  This website provides a lesson plan with easy to follow steps. I really like the personalising activity (questions) at the end, and Görkem also mentioned that he had chosen a “guess the ending” activity, which probably added to the value of the already rich discussion they apparently had.

I took a quick look at the website and this caught my eye. Do have a look at that, too if you have an intention to use a short film in your classes.

Then, Numan took over. His focus was not particularly short films. He asked whether we (in our school) use films in or outside the class. This created an opportunity to talk about how we used films in and outside the class and raise more questions:

  • How worthy is it to give them tasks (beforehand)? Does it harm the value of using films?
  • How about just mentioning a film you really like and asking your students what they think of it?

Both comments gave me something to consider. Then, Numan provided us with a list of activities of how we can use films with references to the four skills, grammar and vocabulary. There were a lot of ideas and a lot of films that were mentioned. The ones that stood out to me were “12 Angry Men”, “The Grave of the Fireflies” and “Bicycle Thieves”.

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I really liked the next part where Numan and Görkem showed us samples of their students’ written work. They had asked a simple question: “What is the moral of the story?” I thought it was obvious that the students were interested and creative. Numan added it might not work as well with another class the way it did with one.

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One of the things that makes these PD activities really worthwhile for me is the opportunity to learn about the beliefs and practices of my colleagues, and in this session, we talked about:

  • how we worked with different partners
  • what we think when one of the partners sharing a class does not seem to be following the syllabus (or does not seem to be making much progress)
  • what we think about using films in the class in relation with the syllabus and -of course- the outcomes
  • why using films in the class is a problem (if at all)

I’d like to think that it was a useful discussion building up to understanding of why we do what we do and eventually tolerance towards different beliefs and practices.

It was a productive session: we all chose which activities we’d like to try with a film of our choosing.

Again, we would like to thank everyone who participated and shared their ideas and experiences with us all.

We would also like to thank İsmet Görkem Akgün and Numan Aydın for their session. For more information, please contact them: ismetgorkemakgun@anadolu.edu.tr, numanaydin@anadolu.edu.tr

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PD Unit

Professıonal Development Actıvıtıes: Vocabulary Learnıng Strategıes


The title for the workshop session was “Vocabulary Learning Strategiesrun by Assoc. Prof. Dr. İlknur İstifçi.



İlknur hocam started off by asking us to reflect on two quotes:

“Vocabulary is a matter of word-building as well as word-using” David Crystal

“One forgets words as one forgets names. One’s vocabulary needs constant fertilizing or it will die.” Evelyn Waugh

This mini-reflection session was followed by two key questions:

  • When teaching vocabulary, what are the significant factors that shape your teaching practices?
  • What kind of approaches do you use to teach vocabulary?


These questions naturally sparkled a discussion on why we thought teaching vocabulary was challenging, especially for our context.

For the first question, we mostly talked about how complex learning a vocabulary item could be, and what it really meant to know a word. Some of the issues / factors that stood out (to me) during the discussion were:

  • Age and level of our students
  • Part of Speech
  • Form & Meaning & Usage
  • Salience
  • Pronunciation
  • Difference between spelling and pronunciation (Particularly interesting and important- I thought)

Then we moved onto the approaches / techniques / activities we found useful. We talked about the particular situations where these activities and techniques would be most effective as well as the reasons why we chose those particular ones. Below is a list we came up with:  

  • Awareness raising activities in general
  • Sample sentences in context
  • Recycling of the vocabulary items
  • Games & Songs
  • Word puzzles
  • Pictures / Realia
  • Scrambled words
  • Here and now: Encouraging the students to make use of the things in their surroundings-wherever they are
  • Prefixes-suffixes (part of speech)
  • Guessing (game-like) activities
  • Translation activities
  • Student generated activities (Quizzes and / or lists for vocab recycling e.g.: quizlet)
  • Encouraging the students to reflect on what they know & what they don’t know
  • Vocabulary file


The next question İlknur Hocam asked was about what we did as language learners (and what our teachers did). This question created some (more) discussion:

  • Do / can our students make use of this activity / technique, too?
  • (How) is it any different compared to what we did?

Here is the list of what we did when we were language learners:

  • Writing a vocabulary item 5-10 times

It was interesting (for me at least) to see that most of us did this as learners. It was also mentioned that our students have spelling problems. As for the reasons, “spell-check” and “ not enough written practice” came to mind.

  • Word-lists- phrasal verbs
  • Word-association techniques
  • Making use of cognate words (mentioned particularly for French)
  • Reading extensively
  • Keeping a vocabulary notebook
  • Pictures / Realia
  • Games (Dictionary Race)
  • Word cards
  • Collocations (Matching activities)
  • Using a dictionary (for several reasons / in several ways)
  • Translation activities
  • Theme-topic related words (Word-webs)

Although this is not a very comprehensive list, it turned out that we, or rather our teachers, combined a couple of ways: games and word-webs, cognate words and vocabulary notebooks.


İlknur Hocam then continued with what (other) strategies we can apply and if we factor in the level of our students when deciding which strategies we can use.

Some of the questions / suggestions / concerns were:

  • Since strategy training is no longer the focus of researchers, we don’t know what the qualities of the good learners’ habits are (now)
  • What are the strategies we can apply?
  • (How) can we encourage students to use these strategies
  • How can we integrate technology & vocabulary teaching?

This particular question, I think, opened up a can of worms: we ended up discussing technology in relation with vocabulary teaching: many resources are at our students’ disposal, but

does the availability of these resources necessarily lead to better learning in terms of vocabulary knowledge?

does it guarantee learning or is it a threat?


  • How are learning styles taken into account? Are they ignored?

and eventually came this question “Are we doing too much –with regard to integrating technology? or are we integrating technology into our teaching? (This is probably a question for our Technology Integration Team)

Finally, some web-sites mentioned are:

For word association activities: http://www.visuwords.com

Memory posters: glogster (shame it’s not free any more)

Puzzlemaker: http://www.discoveryeducation.com/free-puzzlemaker/

Game maker (different games here) https://www.proprofs.com/games/create-game/

Multiple meaning presentations: www.just-the-word.com

Concordances: (for collocations)

A list of top 200 tools: http://c4lpt.co.uk/top100tools/top-200-tools-for-learning/

Some can be used for languages other than English, but below are websites commonly used to help French language learners:




We would like to thank everyone who participated and shared their ideas and experiences with us all.


We would also like to thank Assoc. Prof. Dr. İlknur İstifçi for this workshop session. For the slides she used in this workshop, please contact her: iistifci@anadolu.edu.tr


PD Unit