Module 5

• “When I consider one of the issues that I probably encounter, it can be students' incompetence in using these tools. It is also important to teach students how to use these tools effectively. After detailed instructions, the teacher should guide the students during the writing process.” (Buse Akgüneş, May 6)

“The old-fashioned writing tasks are considered boring; thus, students could not find any motivation to do such paper-based tasks. Educational tools such as google docs can make the writing process more effective and enjoyable.” (Emre Sobacı, May 11)

• “We might encourage students to keep a Grammarly journal. In this journal, they might take notes of their mistakes and what Grammarly suggests for those mistakes. Nevertheless, taking note of each and every mistake might be frustrating, so it might be useful to determine a reasonable number regarding the mistakes that the students will take note of.” (Nazlı İrem Meriçli, May 11)

• “ For Grammarly, on the other hand, students need to know that not every suggestion is 100% accurate for their texts. Also, as mentioned in this lecture, these programs can miss some of the errors. That is why I would teach the importance of proofreading on their own as well as peer-reviewing. I think the proverb "two heads are better than one" is perfect for showing the importance of getting feedback from another person. At the end of the day, spell checkers can save time but cannot give enough constructive feedback as humans do. (Büşra Kut, May 16)

• “We can build some experience thanks to a student conference. So, when we start presenting in bigger/formal conferences, we can be more confident. Secondly, we can be more relaxed while presenting at a student conference as probably no one would judge us or our knowledge.” (Büşra Kut, 30 May)

“I think presenting for the first time at a student conference can be very beneficial for students who have plans for academic careers. Because their MA process or future academic life will be full of presentations of conferences. They will be at an interview for MA in front of their instructions. This experience can be beneficial for overcoming this anxiety or fear. In their MA process, they will present research in front of the experts in their fields (professor, associate professors, other MA students, research assistant). They will be experts, there will be other academic people from other universities. If they do their first presentation in their MA process, they can have some kind of anxiety or fear. But if we experience this presentation process as a student, we can have an insight about overcoming these obstacles, what a research it and how can we do it, the steps we should take, how can we collect the data, how can we prepare a presentation, how can we present it effectively, how can we use our gestures, tone of voice, mimics, body language effectively etc. There will be only students like us, no one will judge us at all, everyone will feel the same feelings as us. Our research will not be so detailed or professional like professional conferences for MA or academicians, but we will have a perspective of what steps we will take in our future career. We will be able to take feedback and how to improve our research for the next time, we will learn more from other presentations, how they use their body language, design of other presentations, topic and data collection of other presentations etc. We will be able to also cascade the knowledge from other presentations. Maybe we can produce new ideas or projects based on other projects. Sometimes a sentence, a picture, a word can bring something new to our brain. Maybe we can take some notes about topics we learn in these modules by examining different methods, designs, and techniques. Maybe in the future, after feedback, we will take our research to the next level and make more detailed research about our topics.” (Gökçe Gök, 30 May)