This program is designed for faculty members, Master’s and PhD students and researchers who aim to improve their English language skills, academic and article writing skills and their skills for teaching in English by integrating education technologies.
25 January – 13 February 2021 (3 weeks)
Applicants will be expected to have CEFR B1+ level or higher in order to take benefit from the structure of this program to the fullest.
Each candidate will be asked to take an Online English Exam to specify their current level. After taking the exam, candidates will be informed regarding program participation based on the suitability of attending the program.
Alternatively, you can add one of the exam results below to your application. Your exam result will be reviewed and you will be informed about whether you meet the language level requirement.
There will be three main elements of the program:
These classes will be focused on both practicing and enhancing the use of English language in academic life and research. The teaching practices will be focused more on improving academic skills such as writing a research paper, citation, giving presentations and organizing a speech.
• Practicing and enhancing the use of English language for effective academic communication
• Developing critical and analytical skills
• Acquiring presentation and communication skills for academic ideas
• Acquiring pre-reading skills, critical reading skills and note-taking skills for research projects
• Oral presentation and persuasion technique skills
These sessions will focus on a common core of skills in order to practice and enhance the use of English Language for a more effective academic communication. The teaching practices will be focused more on improving academic skills such as processing information, building critical and analytical skills through the research and evaluation of existing academic work as well as presenting and communicating academic ideas.
The study method will primarily be seminars and tutorials. Activities will include teacher input as well as individual and group work involving evaluating texts, analysis of published literature, mini presentations of research and discussions.
The main focus of Reading sessions will be on choosing the right texts for research project at hand, pre-reading skills, critical reading skills and taking notes from a reading texts or annotating texts.
The Listening sessions will mostly highlight the note-taking skills. It will also focus on decoding and fostering understanding of lecture content, planning, monitoring and evaluating the listening process.
The Speaking component of the ELC Programme aims to give participants an opportunity to develop and strengthen skills required for recognizing cultural conventions and speech, verbal and nonverbal messages, and techniques of oral presentation and persuasion.
These classes will focus on improving the ability to write in a more concise, organized, and compelling style through learning academic writing conventions, analyzing existing literature, practicing writing in class, participating in peer-review, and receiving feedback. Participants will have a chance to understand what academic writing entails, learn ways to structure their writing around effective hypotheses, and develop an understanding of what journals and other publishers expect from submitted articles.
• Learning and refreshing the rules of academic writing
• Formulating a correct and effective research question
• Implementing ways to structure writing around effective hypotheses and creating impactful abstracts
• Effective literature review skills for article writing
• Writing process strategies
• Strategies to facilitate article editing
• Effective use of feedback
• Improving academic article contents through oral presentation experience and practice
These sessions taught through the Academic Writing Center will provide an opportunity for the participants to remember or learn academic writing conventions and rules, to identify and study them in relevant samples from the literature, apply them to their own writing, and receive feedback from the Writing Center professionals.
Main subjects our sessions will concentrate on are learning to adapt effective strategies from existing literature, determining appropriate contexts for different academic styles, enhancing scaffolding techniques in order to accelerate productivity, implementing ways to structure writing around effective hypotheses, creating impactful abstracts that concisely introduce research, and gaining the ability to write in a more concise, organized, and compelling style. Another area of interest will be practicing strategies of revision to better identify and analyze mistakes in the early drafts and edit papers in micro and macro levels. Based on the profile of this year’s participants, we can add sessions on facilitating and providing feedback for student or advisee writing, as well.
One of the priorities of our sessions is ensuring that the knowledge and experience received by our participants will be relevant to their field of research. In that respect, we will provide a variety of samples from different fields, cover academic conventions pertinent to our participants, and group researchers from similar fields together for workshops.
We will also motivate our participants to either start a new writing project such as an article or continue working on a previous project during the program. In order to facilitate such productivity, we will encourage participants to focus on their own area of research in activities such as reviewing the literature. In a similar vein, the last three sessions of the program are reserved for one-on-one feedback on participants’ writing through Writing Center consultations.
Writing Center sessions for the Academic English Program for Researchers will conclude with participant presentations on the writing projects they worked during the program. This will enable participants to learn and experience discussing the content of their articles verbally.
Koç University’s Office of Learning and Teaching (KOLT) team members will have meetings with participants to improve the clarity and efficacy of their English-language instruction, to have hands-on experience with educational technologies that are widely used currently and to experience “micro-teaching” sessions for observing their presentation and teaching skills in English.
• Effective teaching in English at the instructor’s current English skill level
• Improving English presentation skills at the instructor’s current English skill level
• Increasing the clarity and effectiveness of course content delivered in English
• Enhancing course design skills and application of student-centered teaching methods
• Enhancing ability to use effective course design and teaching methods to increase students’ understanding
• Enhancing skills for planning and evaluation processes of lectures
• Identifying strategies and tips to deal with pronunciation and speech anxiety
• Learning the crucial points in preparing course content and language
• Eligibility to structure a practical and actionable lesson plan that facilitates the delivery of a course from any discipline in English
KOLT’s Teaching in English Workshop and Teaching Practicum is designed for instructors who are non-native speakers of English but who use the language as their primary medium of instruction. The core workshop will offer participants practical and actionable strategies for improving the clarity and efficacy of their English-language instruction. Participants will come away with functional approaches and concrete tips for designing and delivering confident instruction (lectures, seminars, and laboratory sections) in English, while maintaining and increasing their students’ levels of comprehension and content mastery. The workshop will cover effective lesson structures that facilitate and increase student comprehension, the nature and use of signposting language, strategies for generating student engagement in English-language discussions, tips for becoming conversational in individual disciplines, the importance of classroom discourse and up-to-date scholarship on effective, student-centered teaching methods.
The core workshop will be followed by a lesson preparation workshop in which participants will design their own sample lesson with instructor support. Finally, participants will undertake a teaching practicum, giving a sample lesson and receiving both peer and instructor feedback on their teaching skills and use of English. Participants are expected to attend all sessions of the teaching practicum in order to observe their peers’ lessons, learn from the instructor feedback offered to all students, and contribute peer feedback to their fellows. In total, participants will complete approximately 10 hours of KOLT sessions over the course of the three-week program.
You may review the sample schedule from the link below:
* During the program, the courses will be video-recorded and shared with the participants who missed the courses.
Click the button below to start your online application.
Total program fee is 4,400 TL.
Total program fee includes courses and all online course materials.
The following program fee discount rates will apply:
Note: Two discount rates cannot be used at the same time. If more than one discount type is valid for the applicant, higher rate will be applied.
Phone: +90 212 338 0943