Dear all,

here are the highlights of the recent weeks.



2016-2017 Academic Year Spring Semestre

Shaexperience Sessions

9 – 20 Jan 2017

Weeks Days Remarks





16-20 Jan 2017



16 Jan  2017 Mon 17 Jan  2017 Tue  18 Jan  2017 Wed 19 Jan  2017 Thu 20 Jan  2017 Fri Courses Groups
09:00 – 16:45

Shaexperience Sessions-2 Food Culture as an Intangible Cultural Heritage in Turkey by Sedef G. @09:30-10:30 a.m. in FEAS 110

09:00 – 16:45

Shaexperience Sessions-5 by Bedra G. @09:30-10:30 a.m. in FEAS 110


09:00 – 16:45

Shaexperience Sessions-6 Effective Use of Excel in UGE settings by Mehmed D. @09:30-10:30 a.m. in FEAS 110

Shaexperience Sessions-5 The Implementation of Bologna Process Principles in English Courses in Bachelor’s Degree Programmes in Turkey by Sevgül A. @ 13:00 – 14:00  in FEAS 110


09:00 – 12:00

Shaexperience Sessions-7 An Overview of the ScOLa Prep Needs Analysis and Curriculum Renewal Process by Dilek S. @10:00-11:00 a.m in FEAS 110

09:00 – 12:00

Shaexperience Sessions-8 Consequential validity of a local theme-based high-stakes English language proficiency test by Aslı S.@11:15-12:15 a.m. in FEAS 110



Dear webinar colleague

Join us for the fourth in our series of six webinars on Understanding Assessment:  Understanding reading comprehension assessment: what every teacher should know

on Monday 23 January 14.00 – 15.00 (UK time*) and Wednesday 25 January 10.00 – 11.00 (UK time*).

*Check the times of the webinar where you are: Monday and Wednesday



We will start this webinar by exploring what reading comprehension consists of and what we do in real life when we read. This will be the basis for addressing key questions such as: Which aspects of reading comprehension should we test? What kind of texts and tasks should be used? How should responses be scored? We will also consider the role that language proficiency of the intended test takers plays in answering these questions.


3. B1 Project Update

Although the B1 project class started with 90 students, 33 students completed it successfully. Students were expected to attend the 90% of the sessions and complete all the oral or written tasks during and after each session as well as the final project which was shooting a short movie. The first phase of the project started with the input sessions/tasks which provided students with the opportunity to read and listen to different views of different parties on the generational differences and challenges of teaching the new generation. All the tasks were in line with B1 level objectives and some of the tasks completed were conducting interviews with their teachers, reporting their interviews in the sessions, participating in group discussions, conducting research on the issue and presenting their findings orally in the classroom. For each task they were assessed based on the criteria that had been shared with them.  The second phase of the project started with narrowing their topics down and learning about the features of shooting an effective short movie. They were supposed to choose a problem related to teaching the new generation, to raise awareness of others on the issue and propose a solution directly/indirectly. Each week they also completed a different step (submitting project proposal, describing the characters and main scenes, writing the first draft of their scenario, etc.) and received feedback to make necessary revisions. Since they worked hard, took responsibility and managed their time effectively, they could produce great projects and we would like to share the ones for which we got the permission from students. We hope you will enjoy them.

Links for the videos:



4. 2016-2017 Fall Semester Study Center Figures

This semester, ScOLa Study center assissted our Prep students who would like to get some kind of help in their English language learning journey. During Fall semester, Study Center provided support  to our students 124 times.  The group which made use of the center the most is the A2 level of students who consulted to the center 95 times. “grammar” was the area that the students asked for support in the most (68 times) which was followed by “writing” (38 times). It was observed that most of the students who consulted the Study Center came again.  While 9 students came to the center more than twice, 9 students came more than 5 times. One student came to the center 28 times.

Study Center also provided external support to the Vertical Transfer Students who started the semester late resulting in missing the first few weeks’ topics.  These students came to the center twice a week for five weeks to attend the support lessons designed specifically for them.

We were happy to provide this extra support to our students who felt the need. We hope to reach more students by making them aware of the support we provide and the impact of this external help.