<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nilda Hocaoğlu</style></author><author><style face="normal" font="default" size="100%">Gürbüz Ocak</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF LISTENING STRATEGIES ON THE LISTENING AND SPEAKING SKILLS AND LISTENING MOTIVATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cognitive awareness</style></keyword><keyword><style  face="normal" font="default" size="100%">EFL</style></keyword><keyword><style  face="normal" font="default" size="100%">listening skills</style></keyword><keyword><style  face="normal" font="default" size="100%">listening strategies</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary school students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1734857987.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The significance of listening strategy teaching over the past 30 years has become more widely acknowledged since it facilitates listening comprehension. However, few studies on teaching listening strategies have looked at this problem from the viewpoint of the students, and teacher, as well as handling students’ motivation, cognitive awareness of listening strategies, and speaking skills. This study aimed to determine the effect of teaching listening strategies to 6th Graders in English lessons on the students' cognitive awareness of listening strategies, listening comprehension and motivation levels, and English speaking skills. The intervention mixed method design was applied to carry out this study. A quasi-experimental design was used to teach the use of listening strategies. The listening strategies teaching took place for six weeks in a secondary school in one of the cities in western Turkey. Quantitative data were collected through using the CALSS, the MSLE, the listening test, and the speaking skill scoring key. Qualitative data were obtained through semi-structured student interviews, diaries, and motivation forms. As a result of the research, teaching listening strategies developed students’ listening and speaking skills. Students' level of cognitive awareness towards listening to English enhanced. Students’ motivation levels for listening increased. In conclusion, students should be encouraged to use listening strategies, and when necessary, the strategies should be reminded, and their use should be demonstrated.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">818-836</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Akkas Baysal, E.</style></author><author><style face="normal" font="default" size="100%">Gürbüz Ocak</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHERS’ VIEWS ON STUDENT MISBEHAVIORS DURING ONLINE COURSES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">classroom management</style></keyword><keyword><style  face="normal" font="default" size="100%">online courses</style></keyword><keyword><style  face="normal" font="default" size="100%">student misbehaviors</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers’ views</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1623676421.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Student misbehaviors in the classroom both disrupt students’ attention and affect negatively teaching and learning process. With the increase of online courses after Covid-19 pandemic, the type of student misbehaviors changed a lot. The aim of research was to examine student misbehaviors encountered during online courses, to identify the most common and disruptive student misbehaviors from teachers' perspective and to put forth teachers’ suggestions about proper behaviors. The research was a phenomenological study. Data were gathered from 71 teachers teaching different courses and working at various levels. For data collection, a semi-structured interview form developed by the researchers was used. It was assessed through descriptive analysis. According to findings, a list containing 27 different student misbehaviors was generated. Results showed that the most common misbehaviors were indifference to course, not attending course, turning off webcam and slanging. The most disruptive misbehaviors were making noise, absenteeism, and distractibility. Findings revealed that teachers had some ideas to overcome these misbehaviors such as taking attendance, getting family support, encouraging students to turn on webcam, creating intrinsic motivation and organizing parent meetings. It can be concluded that some unwanted student behaviors can be seen during online courses; however, it can be overcome with the help of some precautions taken by teachers. </style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">343-359</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Gürbüz Ocak</style></author><author><style face="normal" font="default" size="100%">Serkan Boyraz</style></author><author><style face="normal" font="default" size="100%">Hasan Kizilkaya</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">COMPARING 1997 AND 2005 ENGLISH CURRICULA APPLIED IN 4th AND 5th GRADES IN TURKEY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">ELT in Turkey</style></keyword><keyword><style  face="normal" font="default" size="100%">English curriculum</style></keyword><keyword><style  face="normal" font="default" size="100%">primary education</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher opinions</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420056013.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">56</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study aims to collect teacher opinions about two curriculums applied in 4th and 5th grades in 1997 and 2005 both of which aimed to employ constructivist approach but with big differences. The study employed qualitative research method parallel to its aim, and ten teachers of English that were selected by purposive sampling method in order to be sure that they taught in both curriculums participated to it. The data from those participants was collected via a structured interview form that included six questions created by the researchers. Descriptive data analysis was used to examine the gained data, and then findings were coded into themes. It is notable that the most participants followed curriculums for this or that reason. Although they state both positive and negative sides of the two curriculums, all teachers find 2005 curriculum change positive and generally find it more effective and successful. Eight of the participants think that foreign language (English) teaching is either unsuccessful or inadequate due to lack of skills of speaking, writing and listening. They offer to solve this problem by adapting an assessment system that evaluates those skills, taking benefit of internet for more practice, sending pre-service foreign language teachers abroad. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">93-104</style></section></record></records></xml>