Flipped instruction reinforces the idea that learning cannot be limited to classrooms. Flipped instruction is a new way of teaching for language pedagogy as other fields. Thus, the present research aimed to find out student teachers' perspectives about flipped instruction and flipped instruction based syllabus which was designed specifically for speaking skills development. The current study was utilized qualitative method to collect the data. Structured written interview technique and student teachers' response papers were used to collect student teachers' perspectives about flipped instruction and flipped instruction based Oral Communication Skills I course. The participants were Pre-service English Language Teaching Department student teachers who were first graders of ELT department at Gazi University, Turkey. Participants consisted of 23 students who were 20 female and 3 male student teachers. Results showed that student teachers had positive attitudes towards flipped instruction, which was quite new for the student teachers. The results indicated that student teachers were satisfied with flipped instruction and flipped syllabus which was specifically designed for the course. Besides, student teachers thought that flipped instruction was effective to make them prepared for the lesson and speaking activities which are carried out in class times.

Flipped Instruction is overemphasized in recent years that has a significant impact in language education. In this context, the current research investigates the effects of Flipped Instruction on pre-service English language teachers' speaking skills development. The research covers sub-skills of speaking skills. In this study quantitative data were collected. The data were collected to investigate whether Flipped instruction based syllabus which was designed specifically for the research is effective to develop participants' speaking skills. The syllabus is called as OCS1FS which stands for flipped syllabus for the course. Pre-test and post-tests were administered to both experimental group and control group with the aim of collecting data. The data were analysed through SPSS. The results show that there is statistically significant difference at, 000 (Sig > 0.05) levels between groups at the end of an eight-week treatment process. It is found that experimental group students developed significantly in terms of fluency, coherence, lexical resource, grammar, pronunciation and accuracy skills.

Allocating more time to technology in the learning process not only takes education system much further, but also furnishes students with 21st century skills by providing a real education reform. In this regard, it is necessary to put mobile technologies and interactive learning environments into practice. Interactive course contents offering feedback provide an opportunity for self-assessment to the learners. One of the latest technologies that can be integrated into this content accessed via mobile devices is QR Code. This study aims to determine the effect of interactive course contents enriched with QR Codes on academic achievements of the undergraduates in English-Turkish Translation course. Besides, interviews are conducted to discuss such issues as the use of mobile devices in education, the use of QR Codes, interactive environment offering e-feedback and attendance to the classes. The instructional design in line with these objectives is carried out with 22 undergraduate students for 8 weeks. Mixed method is used in the current study. In the quantitative dimension of this process, pre-test and post-test data are analyzed obtained from a single group. At the beginning and end of the treatment process, achievement tests consisting of 25 translation questions with a similar degree of difficulty are utilized as assessment instrument. On the other hand, in the process of collecting qualitative data, semi-structured interview is used. As a result, data are analyzed to see the effect of interactive learning applications enhanced with QR Codes on academic achievements of the learners in translation course. The results demonstrate that, pre-test scores are found to be significantly higher than posttest scores. In addition, in the interviews conducted with 17 students indicate predominantly positive student opinions. The use of these materials is of great importance in the century in which technology develops rapidly. In this respect, recommendations are offered for the future studies thus, this study is expected to provide a significant contribution to the relevant literature.

Anahtar Kelimeler tersyüz edilmiş model EFL yazma performansı öğrenci algıları Öz Bu çalışmada, temel olarak tersyüz edilmiş sınıf modelinde İngilizce yeterliliği alt orta düzeyinde olan birinci sınıf öğrencilerinin yazma becerileri açısından algılarında ve onların yazma performanslarında önemli bir gelişme olup olmadığını tespit etme amaçlanmaktadır. Çalışma, aynı zamanda tersyüz edilmiş model uygulamasında cinsiyete göre, hem öğrencilerin algılarında hem de yazma performanslarının iyileştirilmesinde anlamlı bir fark olup olmadığını tespit etmeye çalışmıştır. Bu amaçla, öğrencilere yazmayı öğrenmelerini sağlamak için on hafta süren tersyüz edilmiş bir öğrenme modeli uygulanmıştır. Model, öğretici videolardan ve çevrimiçi öğrenme materyallerinden oluşmaktadır. Araştırmaya Türkiye'nin doğusunda yer alan bir devlet üniversitesinden 101 öğrenci katılmıştır. Yazmadaki performanslarını tanımlamak için iki ön test ve son test ve algılarını incelemek için de hem anket hem de öğrenci günlüklerini tamamlamışlardır. Yazmadaki test puanları, SPSS 22 üzerinde puanlama değerlendirme tablosu ile ölçülmüştür. Ayrıca, anket sonuçları da SPSS 22'de hesaplanmıştır. Öte yandan, öğrenci günlükleri dört kategori kodlama sistemi ile ölçülmüştür. Bulgular, öğrenciler lehine ortalama puanlar arasında istatistiksel olarak anlamlı farklılıklar göstermiştir. Aynı zamanda, elde edilen sonuçlar, yazma performansındaki bu gelişmenin, büyük ölçüde tersyüz edilmiş sınıf modeli metoduna atfedildiğini göstermiştir. Öğrencilerin tersyüz edilmiş modele ilişkin algılarının olumlu olduğu belirtilmiştir. Buna rağmen, tersyüz edilmiş sınıf modelinde cinsiyet konusunda, öğrencilerin algıları ve yazma performanslarının gelişimi açısından anlamlı bir fark bulunamamıştır. Abstract This study mainly aims to find out whether there is any significant change in freshman students' perceptions and any significant improvement in their writing performances whose proficiency of English is at the pre-intermediate level, in terms of writing skills in flipped classroom model. The study also sought to identify whether there is any significant difference in both students' perceptions and improvements of their writing performance in the flipped model implementation by gender. To this end, ten-week long flipped model learning was implemented to instruct students to learn writing. The model consisted of instructional videos and online learning materials. 101 students from an urban university located in the eastern part of Turkey participated in the study. They completed two pre-tests and post-tests to identify their performances in writing, and both a questionnaire and student diaries to examine their perceptions. The test scores in writing were measured with a human scoring rubric on SPSS 22. Also, the results of the questionnaire were computed on SPSS 22. On the other hand, student diaries were measured with a four-category coding system. Findings showed statistically significant differences between the mean scores in favor of the students. Furthermore, the results showed that this improvement in writing performance is largely attributable to the flipped model method of learning. Students' perceptions towards the flipped model were stated to be positive. However, no significant difference was found in terms of both the perceptions of the students and the improvement of their writing performances regarding the flipped classroom model by gender. Keywords flipped model EFL writing performance perceptions of students Başvuru Tarihi/

Öz: Bu çalışmada, ters yüz edilmiş öğrenme modelinin temel özelliklerine, dayandığı öğrenme-öğretme kuram ve yaklaşımlarına ve öğrenme sürecinde etkili uygulanabilmesi amacıyla dikkat edilmesi gereken unsurlara ilişkin kuramsal analizinin yapılması amaçlanmıştır. Ters yüz edilmiş öğrenme modeline ilişkin elde edilen kuramsal bilgiler, temel başlıklar çerçevesinde ayrıntılı bir şekilde tartışılmıştır. Bu makale anlatıma dayalı bir derleme makalesidir. Çalışma kapsamında elde edilen bulgular şu şekilde özetlenebilir. Öğrenme ortamlarını olumlu etkileyen, eğitim teknolojisi ve yüz yüze etkinlikler ile kolaylaştırılan yeni bir öğrenme modeli olarak tanımlanan ters yüz edilmiş öğrenme modeli harmanlanmış öğrenme modellerinden biridir. Ters yüz edilmiş öğrenme modelinde öğrenci temel düzeydeki bilgiye sınıf dışında ulaşır, sınıf içi zamanı ise tartışma, uygulama ve problem çözme gibi üst düzey becerilerle geçirir. Özerk benlik kuramı, bilişsel yük kuramı, öz düzenlemeli öğrenme, yapılandırmacılık ve aktif öğrenme gibi öğrenme-öğretme kuram ve yaklaşımlarını temel alan ters yüz edilmiş öğrenme modelinin geleneksel öğrenme modeline karşı birçok üstün yanı vardır. Geleneksel öğrenme modelinde yeni içeriğin öğrenciye sunulması ile geçen süre, ters yüz edilmiş öğrenme modelinde üst düzey düşünme becerilerinin geliştirilmesini hedefleyen bağımsız uygulama etkinlikleri ile değerlendirilmektedir. Ayrıca ters yüz edilmiş öğrenme modelinin öğrenci başarısı, motivasyonu, tutumu ve üst düzey beceriler üzerinde olumlu etkisi olduğu sonucuna ulaşan birçok çalışma alanyazında mevcuttur. Ters yüz edilmiş öğrenme modelinin daha çok araştırmaya konu olması, uygulama örneklerinin arttırılması ve yaygınlaştırılması gerekmektedir. Anahtar Kelimeler: Ters yüz edilmiş öğrenme, ters yüz edilmiş sınıf, dönüştürülmüş öğrenme, harmanlanmış öğrenme, 21. yüzyıl becerileri, derleme makale Abstract: In this study, it is aimed to make theoretical analysis of flipped learning about its basic characteristics and teaching-learning theory and approaches which flipped learning is based on. Theoretical information about flipped learning is discussed elaborately within the frame of some titles. This study is a narrative literature review. The information obtained during the study can be summarized like this. Flipped learning which is defined as a new learning model that effects learning environments positively and includes instructional technologies and face to face activities is one of the blended learning models. With flipped learning, students learn basic information outside the class and spend in class time with high order thinking skills like discussion, practice and problem solving. Flipped learning, which is based on a lot of teaching-learning theories and approaches such as self determination theory, cognitive load theory, self-regulated learning, constructivism and active learning, has many upper hand features agaist tradional learning. The time, which is spent with the teaching of new content in tradional learning, is used for independent practice activities which aim to develop high order thinking skills in flipped learning. Besides, in literature, there are many studies which say that flipped learning has positive effect on students' academic achievement, motivation, attitude and high order thinking skills. Flipped learning should be studied more and its practical examples should be increased and more common. Keywords: Flipped learning, flipped clasroom, inverted learning, blended learning, 21. century skills, literature review

Flipped classroom is an element of blended learning and it is the reverse of the traditional classroom. The students do not listen to the lectures delivered in the classroom but outside the classroom through online video lecture. The teachers record themselves explaining the subject or get videos from free website such as Youtube to share with students to be watched outside the class. The flipped classroom has several advantages; students become more motivated and confident while discussing in the classroom because they have prepared by watching video lectures before coming to class, the classroom activities become more student-centered rather than teacher-centered because the teachers just act as facilitators. However, some disadvantages are also found in the flipped classroom It is a new model of learning and not all teachers and students are ready to apply it. This paper will briefly explain the use of flipped classroom as a new model of teaching-learning activity.

This pre-test post-test quasi-experimental study was grounded in a mixed method embedded design to delve into the quality and efficiency of flipped classroom model in enhancing university prep students’ overall academic performance in EFL and that in its sub-skills in addition to the durability of that performance. The study has also pioneered to reveal the impact of gender on flipped classroom EFL learners’ post-test scores. Quantitative data was gathered through the administration of EFL Achievement Test to 41 EFL students enrolled at Foreign Language School, Gebze Technical University in two different classrooms randomly assigned as experimental (N= 21) and control group (N=20). The intervention lasted during the whole 2016-2017 fall term. On the other hand, qualitative data was collected through follow-up semi-controlled interviews with 9 experiment group students from different achievement groups. All the quantitative data was analyzed using Statistical Packages for Social Sciences (SPSS) 21 for Windows and ITEMAN4 while qualitative data was analyzed manually by employing content analysis procedures. The results of the study revealed flipped classroom model as a significant facilitator of EFL performance and long-term retention of this performance at universities in Turkey. More specifically, students in flipped classroom significantly outperformed those in the traditional lecture based classroom in all skill areas except for listening. Furthermore, qualitative results supported this impact of flipped classroom model on EFL performance. As a unique aspect of the study, EFL students’ performance in the flipped classroom was explored to be independent of their gender. To conclude, he present study has promised a bulk of valuable results that set flipping EFL classrooms as an efficient way of dealing with failure in EFL in Turkey.

Errors and mistakes in foreign language use is the reflection of learners' language learning process. Learners can profit from their errors if appropriate feedback is provided after errors or mistakes have committed by learners. Even in modern times errors have not been tolerated in language classrooms and seen as a deficiency in language use. However, according to important scholars errors present a view which is related with learners' discovery of a foreign language. Within the light of this perspective the current research aimed to analyze Turkish EFL learners' errors with error analysis approach. Besides, this study investigated grammatical errors in a corpus 23 persuasive essays written by 23 Turkish EFL students at Gazi University, Turkey. The participants were fourth-year student teachers of Arabic language teaching department. They had educated approximately same number of years of education in primary, secondary and high school education. Their exposure to English language is quite limited especially in listening and speaking skills. The instrument used in current study is students' written persuasive essays. Participants' grammatical errors classified, identified and categorized. The result of the study shows that participants made intralingual errors, L1 transfer in preposition use, interlingual errors especially overgeneralization, ignorance of rule restriction and incomplete application of rules. Error Analysis approach has been utilized in present research and the results show that Turkish EFL students committed mostly interlingual errors in their persuasive essays.

ABSTRACT: The purpose of this study is to determine whether flipped learning contributes to the development of preservice Turkish teachers’ written expression skills and, if it does, the extent of this contribution. To this end, first-year students attending the Turkish teaching department in a public university in Turkey were allocated to an experimental or a control group (35 students in each) on a volunteer basis, and an experimental study was conducted. In this study, the embedded mixed research method was selected. In order to collect the quantitative data, samples of informative and narrative texts were used at the beginning and at the end of the term. The analyses revealed that students in the experimental group demonstrated significantly higher development in the case of both types of texts than the control group students. In order to collect the qualitative data, three students from the experimental group and three students from the control group were selected, whose writing processes were video recorded and then analyzed each week. The findings obtained from the analysis of both the quantitative and the qualitative data revealed that flipped learning is highly effective in terms of developing preservice Turkish teachers’ written expression skills. Keywords: Flipped learning, technology in education, Turkish teaching, writing skills, embedded mixed method