Özer, Mustafa

Profile URL
https://hdl.handle.net/20.500.12573/2636
Name Variants
Ozer, Mustafa Özer, Mustafa
Job Title
Öğr. Gör.
Email Address
mustafa.ozer@agu.edu.tr
Main Affiliation
09. Yabancı Diller Yüksekokulu
Status
Current Staff
Website
ORCID ID
0000-0002-7468-2150
Scopus Author ID
57216937207
Turkish CoHE Profile ID
B436BCE2CBB7CDD1
Google Scholar ID
WoS Researcher ID
ACA-9750-2022
Files
5289_Mustafa Özer.png (52.15 KB)
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Sustainable Development Goals

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Documents

4

Citations

16

h-index

2

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Documents

3

Citations

5

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No records found in other affiliations.
Scholarly Output

4

Articles

3

Views / Downloads

2/8

Supervised MSc Theses

0

Supervised PhD Theses

0

WoS Citation Count

5

Scopus Citation Count

16

Patents

0

Projects

2

WoS Citations per Publication

1.25

Scopus Citations per Publication

4.00

Open Access Source

1

Supervised Theses

0

JournalCount
Australian Journal of Applied Linguistics1
Corpora for Language Learning: Bridging the Research-Practice Divide1
Education and Information Technologies1
English for Specific Purposes1
Current Page: 1 / 1

Scopus Quartile Distribution

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2020 - 20244

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Author of Publication: search.filters.isAuthorOfPublication.9b9d1b76-3156-4b77-8237-b971d846007d

Scholarly Output Search Results

Now showing 1 - 4 of 4
  • Article
    Citation - Scopus: 2
    Fostering Intuitive Competence in L2 for a Better Performance in EAP Writing Through fraze.it in a Turkish Context
    (Springer, 2020-05-26) Cakir, Ismail; Ozer, Mustafa
    Online corpus referencing through web applications such as fraze.it can help non-native language teachers train tertiary level learners of academic writing by providing them with native or near-native perspectives which come within concordance lines derived from authentic sources. The present study features a semi-experimental design in order to reach an understanding of the impact of simulated academic reading (SAR), which denotes a sentence-based approach to getting students familiar with the authentic use of English in academic texts. The sample (N = 62) is comprised of English for academic purposes (EAP) students taking a grammar course with a specific focus on academic writing at the language school of a state university in Turkey. In order to see the difference that SAR could make, the sample was split into an experimental group (n = 32) and a control group (n = 30). Whilst the experimental group received SAR-weighted grammar aid through effective teacher guidance for seven weeks, the control group was required to follow the guidelines exerted by the existing curriculum. The quantitative data were collected through the application of a delayed pre-test and a post-test, and the scores of the learners in the two groups were compared through a paired sample t-test. The qualitative data was collected by means of an online survey of four open ended questions, and a corpus analysis was conducted to reach common codes and themes emerging in the responses. The difference between the test scores of the two groups were statistically significant. This overall trend was concurrent in the responses to the survey as well. Further research is needed to see the extent to which SAR can change the way learners learn in the long run, though.
  • Article
    Citation - WoS: 5
    Citation - Scopus: 9
    Assembling a Justified List of Academic Words in Veterinary Medicine: The Veterinary Medicine Academic Word List (VMAWL)
    (Pergamon-Elsevier Science Ltd, 2024-04) Ozer, Mustafa; Akbas, Erdem
    The assembly of corpus-based discipline-specific word lists for pedagogical purposes has recently been on the rise (e.g., Arndt, 2022; Fraser, 2007; O'Flynn, 2019; Yang, 2015). In order to cater to the needs of learners in veterinary medicine (VM) and for field-specific academic literacy, this paper analyses a reiteration of the Veterinary Medicine Corpus (ozer and Akbas, , 2023; hereafter the VMC), assembling a specified list of academic words used in published research articles (RAs) in VM. So far, VM has remained largely unexplored with the exception of Durrant's (2009) limited coverage of VM texts. The analysis was conducted using LancsBox 6.0, prompted to yield a list of PoS-tagged lemmas (Plemmas) sorted by frequency (Coxhead, 2000; Yang, 2015) and dispersion (Arndt, 2022). The most frequent 1,000 lemmas for each content word category were collated into a candidate list. We then manually eliminated proper nouns and GSL (West, 1953) words. The final list, the Veterinary Medicine Academic Word List (VMAWL), contains 835 PoStagged lemmas (P-lemmas), a reiteration of which was produced by adding the types in Bauer and Nation's (1993) taxonomy at the second level to test coverage. The VMAWL was profiled and validated against the four parent categories independently on AntWordProfiler (Anthony, 2022a) with analysis showing the VMAWL comprises 13.75 % of the VMC and diverges greatly from generic word lists like the AWL, NGSL, new-GSL, and AVL. The list can be used to develop teaching materials for EAP or ESP academic writing courses. (c) 2023 Elsevier Ltd. All rights reserved.
  • Article
    Citation - Scopus: 5
    Exploring the Data-Driven Approach to Grammar Instruction in the ELT Context of Turkey
    (Castledown Publishers, 2022-08-31) Özer, Mustafa; Ozbay, Ali Şükrü; Şükrü Özbay, Ali
    This study aims at a rediscovery of the extent to which a Data Driven Learning (DDL)-based intervention could become instrumental in facilitating grammar instruction with a specific focus on English for Academic Purposes (EAP) and learner autonomy in a preparatory program comprised mostly of Turkish-L1 learners. It provides a context-restricted longitudinal depiction of the effectiveness of a DDL-based grammar instruction endorsed by teacher mentorship across groups asynchronously, thus re-testing the limits of DDL-oriented corpus pedagogy in contexts where a control group is not avail-able. To this end, a corpus was compiled out of the existing reading and listening materials in use ad hoc as the Alternative Corpus of Academic Texts (ACAT), and a total of 19 grammar lessons covering topics in the curriculum of the second level of the grammar course were developed using the ACAT. Blind pre-and post-test procedures were administered with all four experimental groups independent of each other to gradually build up an understanding of the governing pattern of learner achievement through DDL and corpus-based teacher-prepared materials. The analysis demonstrated a rise in student achievement across all groups despite the lack of a teacher disseminating knowledge to students DDL-enhanced through teaching. With the design being unorthodox, this study shows that with the triple powers of DDL, self-discovery and occasional teacher supervision a sense of autonomy could be fostered through corpus-based teaching materials. They could also help learners survive autonomously no matter how hectic the curriculum run at an institution is. Further research is needed to deepen this insight so that this sort of DDL practice could be implemented at an institutional level. © 2024 Elsevier B.V., All rights reserved.
  • Book Part
    EAP Through the Lens of Corpus Linguistics: Specifying the Focus
    (Taylor and Francis, 2024) Özer, Mustafa