Theses supervised by Prof. Dr. Jülide İnözü
22 theses · Çukurova University, Çağ University
An evaluation of on-line language course at Adana vocational school of Çukurova University
This study explores whether the e-language learning programme offered in ÇukurovaUniversity Adana Vocational School meets the commonly accepted standards for e-learning.In addition, it investigates what the recipients think about the effectiveness of this programmeand the problems they encounter as well as offering solutions from the students? point ofview.In order to achieve this aim, various instruments were used. First of all, students were askedto send messages to the researcher and comment on the effectiveness of the e-languagelearning programme, and then a questionnaire by which the students evaluate the programmefrom different perspectives was administered. Next, they were interviewed to identify theweaknesses and strengths of the programme. Finally, the messages which the e-learners sentto the student affairs forum throughout the term were analyzed.The results reveal that the students face certain problems such as lack of interaction andcommunication with their teachers and school administrators, supplementary materials thatwould enhance their learning process, audio-visual aids together with problems regardingexam procedures and cargo servicesKey Words: E-learning standards, e-language learning programme, e-learners.
Investigating social-emotional language learning competences of English language and literature students with regard to demographic factors
The world is becoming increasingly interconnected with trade, culture, technology, tourism and people. This globalization necessitates a common language to communicate effectively. Language studies carry utmost importance in this context. Language learners need to use this common language successfully and effectively. What makes a student successful? Teachers used to evaluate the success by tests and performance. Yet, in the century we live, it is realized that getting A+ from a language test does not show success. The students need to be self-aware and socially aware, get the ability of self-management, make responsible decisions and manage healthy relationships in terms of the target language and the society. The items written are the social-emotional foreign language learning competences for students. The present study indents to investigate the social-emotional foreign language learning competences of English language learners who are enrolled in English Language and Literature Department. This study also aims to reveal if there are statistically meaningful differences in SEFLL competences of the participants in terms of demographic factors. Gender, GPAs, the year of the study and the students' being monolingual or bilingual L2 learners are the demographic factors in this research. To measure SEFLL competences, "Social Emotional Foreign Language Learning Scale", which is developed by Zaimoğlu (2018), was utilized. The study was implemented in Mustafa Kemal University with 173 undergraduate students. The results revealed that gender and GPAs affected some of the SEFLL competences. The participants' being monolingual or bilingual L2 learners and their year of the study did not form a statistically meaningful difference in SEFLL competences.
A look into teachers' perceptions towards intercultural competence in Turkish EFL context
As a result of globalization, different communities have come closer and new terms have been originated. One of these terms is intercultural communicative competence which is considered necessary for people from different cultures and communities to communicate with each other effectively. One of the fields that rendered improvement of intercultural communicative competence vital has been foreign language education. Considering the important role the teachers play in improving this competence, the aim of this study is specified as to explore the teachers' perceptions regarding intercultural communicative competence. In addition, within the scope of this study, it is also aimed to investigate whether there are any differences in their perceptions according to the factors such as the department they graduated, the education level they teach at, and the experience they have. The study was carried out with the participation of 215 teachers who work at schools in cities located in southern Turkey. The data were collected through a questionnaire and Kruskal-Wallis H and Mann-Whitney U tests were employed for data analyses. The findings obtained revealed that the teachers hold positive opinions towards intercultural communicative competence; however, they seem to miss some points in terms of grasping the real nature of the concept of intercultural communicative competence. The findings of this study are discussed through comparison with the other relevant studies existing in the literature.
The influence of EFL context on the teacher beliefs of a native English-speaking teacher
The 1970s witnessed a paradigm shift in research into language learning and teaching with focus moving away from process-product approach to the study of teachers and their cognitions. This shift in research led teaching to be viewed as a cognitive process not merely in terms of behaviour, and teachers as decision makers in the classroom not as "mechanical implementers of external prescriptions" (Borg, 2006, p. 7). Teacher cognition emerged as a separate domain of research that investigates what teachers know, think and believe. Over the following decades, a growing number of studies were conducted on the nature of teacher beliefs, how they develop and change and the relationship between teacher beliefs and practice. Teaching context is one of the factors that influence the formation of teacher beliefs and the enactment of these beliefs. The present study is an attempt at understanding the influence of EFL setting on teacher beliefs of a native English-speaking teacher. To this end, a single native speaker English teacher, who was working in Turkey, was selected through purposeful sampling. Data collections tools such as observations, in-depth semi-structured interviews, narrative accounts, house visit, and journal keeping were utilized over the course of six months to gather data. Observations and interviews were audiotaped, transcribed and coded for recurrent, relevant themes. The data were analysed using open, axial and selective coding stages (Strauss & Corbin, 1998). In the open coding phase, the data were coded paragraph by paragraph for instances indicating the influence of context on the formation or modification of the participant's teacher beliefs and his classroom practices. In axial coding, the data were combined in new ways using the coding paradigm. The resulting themes were analysed to find out similarities, cause-effect relationships etc. The subcategories created in the open coding stage were analysed for their properties and dimensions and thereby creating main categories in the axial coding process. The final stage, selective coding, involved defining the base category and establishing its relationship with the other categories in a systematic manner. It required considering shared characteristics, consequences, relationships and so forth of main categories reached at in axial coding phase. The current study found that context has certain influence on teachers' beliefs and teachers' pedagogical practices. This study also found that the changes that occurred in the participant teacher's beliefs were behavioural rather than cognitive and that the context's influence on which beliefs teachers enact in practice is relatively more marked.
An investigation into the relationship between EFL learners' emotional experiences and L2 motivational self system
The purpose of the present study is to investigate the learners' L2 motivational self-system profiles in terms of ideal L2 self, ought-to L2 self and L2 learning experience and the emotions they experience before, during and after the language learning process. In addition, it aims to investigate the effects of these emotional experiences experienced when attending class, studying and taking tests or exam on learners' motivational orientations to learn English with a specific reference to ideal L2 self, ought-to self and L2 Learning experience. In this regard, 214 adult English language learners, who were at the preparatory class of their department were included in the study. To collect the data, Achievement Emotions Questionnaire (Pekrun et al., (2002) and Language Learning Questionnaire (Taguchi et al., 2009) were administered. To analyze the data collected through both questionnaires, descriptive statistics and multiple regression analyses were conducted. The results of the study revealed that the variable that seems to be the most linked to the learners L2 motivational self system is ideal L2 self followed by L2 Learning experience and then Ought-to self. In addition, it was found that the learners had more positive emotional experiences (e.g., enjoyment and hope) in English learning process than negative emotional experiences (e.g., shame and hopelessness). As for the effects of emotional experiences of learners on their motivational orientations, the results of the multiple regression analyses suggested that while positive emotions (hope, pride, enjoyment) significantly contributed to the learners' ideal L2 selves and L2 Learning experience, Ought-to selves of the learners were affected by both positive emotions (hope, pride, enjoyment, relief) and negative emotions (shame, anxiety and hopelessness).
Ethnic/cultural identity and motivation in foreign language learning in a multicultural environment
Laroche, Kim & Clarke (1997) emphasize that ethnicity is an important force that determines the attitudes and behaviors of people of different backgrounds. Ellis (2008) claims that learners' attitudes toward the culture of target language have an impact on the level of L2 acquisition because L2 acquisition is related with the attitudes towards the target language, target-language speakers, the target language culture, the social value of learning L2, particular uses of the target language, and themselves as members of their own culture. In this context, the attitudes of multi-ethnic groups of participants towards foreign language learning were investigated. The aim of the present study is to find out the relationship between cultural/ethnic identity and motivational characteristics of foreign language learning among multilingual/multicultural individuals who were raised in a multicultural environment and have studied in international schools, and currently reside in in a foreign country. The data collected through a demographic data questionnaire that was administered to see the various racial and cultural/ethnic backgrounds of the international participants, the Multi-group Ethnic Identity Measure (MEIM) by Phinney(1992) which is accepted as universal ethnic identity measure (Thompson, 2016), and the Motivational Characteristics of Learning Different Languages (MCFLL) by Dörnyei & Clement (2001) to reach a comprehensive motivational construct data which is known as a complex process. Descriptive statistics were used to interpret the data to be able to answer the research questions by describing variables, means, percentages and general inclinations in the collected data. Accordingly, this current study found out that the multicultural participants were found to be attached to their own ethnic identities and have positive opinion about their own cultural identities. On the other hand, even if they have a high orientation which is the reason/s to learn a foreign language, they are facing with the fear of assimilation. Lastly, as the positive attitudes of the participants on their cultural identities increase, their attitudes towards learning foreign languages decrease. Additionally, it was found out that while participants' ethnic identity search increases, their positive attitude toward foreign language learning decreases.
L2 motivational self system of Turkish learners of English
This study aims to investigate L2 Motivational Self System of tertiary level Turkish EFL learners in terms of their intended efforts to learn English, ideal L2 self, ought-to L2 self, family influence, attitudes toward learning English, and ethnocentrism. Furthermore, another objective is to examine the effect of gender and department they study on their motivational variables. This study also specifically aims to investigate whether Dörnyei's (2005, 2009) L2 Motivational Self System fits well with the language learning motivation of Turkish EFL learners at tertiary level. English Learner Questionnaire was administered to Turkish students at preparatory classes. The questionnaire consisted of two parts. The first part was composed of background information about the participants, including their gender, major and ages. The second part consisted of statement-type 69 items measuring the learners' attitudes and motivation concerning English learning. The study was carried out in the School of Foreign Languages at Fırat University in the fall semester of the 2018-2019 academic years. Data of 158 participants were used for analysis, and the statistical analysis was performed by utilising The Statistical Package for Social Sciences software program 23.0 (SPSS). Descriptive statistics was used to determine and analyse the variables of L2 motivational self-system of the participants. Furthermore, Pearson Correlation Coefficient (PCC) analysis was done in order to find out the relations among the variables of L2MSS. Then independent samples t-test was used to find out the effect of gender and the department the students study on their motivational variables. The results of the study suggest that Turkish tertiary level students have strong ideal L2 self and positive attitudes toward learning English, and they are highly motivated in terms of their intended efforts to learn it. Students' ought-to L2 self and family influence were found to be moderate and they correlated only with each other. It was seen that ought-to L2 self and family influence do not have an effect on the learners' motivated behaviours. As for ethnocentrism, the participants of this study were noticed to be less ethnocentric. Significant differences between genders and departments were established in terms of the students' intended efforts to learn English, ideal L2 self, attitudes toward learning English, and ethnocentrism. However, gender differences and departments the students study were found to have no effect on the students' ought-to L2 self and family influence scores. It was seen that Dörnyei's L2MSS partially fits with the participants in this study because ought-to L2 self component of the system proved to be unrelated to the learners motivated behaviour.
The relationship between students' classroom perceptions, willingness to communicate and self-efficacy beliefs
This research was conducted to investigate the relationship between university students' perceptions of the classroom environment, their willingness to communicate (WTC), and their self-efficacy beliefs in English in EFL context. The data of the research were gathered from English Preparatory Programme students studying at Fırat University School of Foreign Languages. Three questionnaires measuring the students' classroom environment perceptions, their willingness to communicate (WTC) in English and their English self-efficacy beliefs were used to collect the relevant data. Descriptive and correlational research designs were used to analyse the data. The results of the study have revealed that the students have a positive overall perception of their classroom environment, they are willing to communicate in English and they have a positive perception of their self-efficacy beliefs and find themselves quite efficient in English language. The correlational analysis have demonstrated in terms of the main aspects of the present study (classroom environment perceptions, WTC and self-efficacy beliefs) that there is significant and moderately positive correlation between the students' English self-efficacy beliefs and their level of willingness to communicate in English. On sub dimensional level, student cohesiveness aspect of the classroom environment, which is concerned with friendship among students, has been found very weakly and negatively correlated with participants' willingness to communicate. In addition, individualization aspect of the classroom environment, which refers to learner centeredness, has been found weakly and positively correlated with participants' self-efficacy beliefs.
Teachers' awareness and actual practices of 21st century learning and innovation skills
This thesis aims to examine Turkish teachers of English language awareness, motivation, organization, and classroom practices in terms of 21st century learning and innovation skills which are communication, collaboration, critical thinking, and creativity skills. For this purpose, 26 Turkish teachers of English language in Fırat University School of Foreign Languages were chosen as the participants. With the aim of manage the research study, mixed method descriptive case study was employed. In order to collect data, a questionnaire (self-report instrument) and interviews were implemented. Convenience sampling was employed in the stage of participant selection. Moreover, the collected quantitative data was analysed on SPSS version 2.00 and qualitative data was analysed with reference to interview questions. At the result chapter, the analysis were defined and discussed in order to be a source and a different perspective for the further researches. The findings of the study presented that Turkish teachers of English Language in the context of the study were lack of theoretical and conceptual knowledge regarding 21st century learning and innovation skills, though they were motivated to promote them in the classrooms.
An investigation into dogme ELT: Practices, teacher attitudes, and constraints
Dogme ELT has emerged as a revolutionary movement in English Language Teaching by the inspiration of Dogme 95 filmmaking movement aiming to cleanse the movies from artificial effects of Hollywood. Having been born as an analogy and excelling the meant-to-be name, Teaching Unplugged, Dogme ELT has rooted in an online discussion group and expanded to many teachers' practices. However, Dogme ELT has been the target of many critics with its nature of rejecting dependency on teaching materials, technology, and form-focused methods. It was criticized by being unprofessional, and the principles were claimed to be controversial for different contexts. Given that the lack of research on Dogme ELT and its applications in different contexts, there is a need for researching into the approach in order to gain better insights into the principles and practices of it. In this belief, this study aimed to investigate Dogme ELT in a Dogme supportive school of Turkey at the primary and middle levels. As the first study conducted in a school where the teachers were encouraged to use Dogme teaching, the study hoped to describe the practices of the teachers, their attitudes towards Dogme ELT and its key tenets, and the constraints that they might face in implementing it. Seven native speakers and 13 Turkish teachers participated in this qualitative study, and the differences between their attitudes were also examined. The questionnaires and interviews were used as data collection tools, and in the questionnaires, the qualitative data were coupled with quantitative information. Thus, qualitative data were subject to the content analysis while the quantitative information analyzed by means of descriptive statistical analysis. The results of the study show that the teachers mostly adhere to the principles of Dogme ELT in their practices; however, there is still a lack of information regarding the theoretical underpinnings of the approach. Overall, despite holding similar practices and positive attitudes, the Turkish participants drew a more knowledgeable profile regarding Dogme teaching compared to their native colleagues. Furthermore, the analysis of the data yielded the constraints against Dogme ELT; However, they appear controversial to the application of any communicative approach in the context. These findings suggest the educational context needs more research on Dogme ELT to bright forth awareness of its applicability, practicality and possibility so that Dogme can be more widely practiced in English-language classes.
An Evaluation of a coursebook for 21st century's learning and innovation skills
Promoting learning and innovation skills (critical thinking, collaboration, communication and creativity skills) of the 21st century is considered to be of great importance in language teaching area, which leads to students' both academic and future success. As the course books are regarded as a core teaching materials in foreign language teaching, it is essential for course books to include a variety of activities that help to promote critical thinking, collaboration, communication and creativity skills of learners. In this respect, fostering 21st century skills through the course books is a necessary issue to be investigated. This present study is an attempt to explore whether the course book called "New Language Leader Pre-Intermediate" used in Çukurova University School of Foreign Languages include activities that foster learning and innovation skills of learners. As a result of the evaluation, it was found that the coursebook is sufficient to improve the learners' critical thinking, collaboration, communication and creativity skills.
Effects of self-compassion exercises on flow state, enjoyment/anxiety and self-compassion during language learning
This embedded mixed-method study examines the effects of self-compassion exercises on flow state, enjoyment/anxiety, and self-compassion during language learning at Karadeniz Technical University preparatory classes level B1. Self-compassion exercises were adapted to language learning context for this study. Self-compassion treatment was carried out with three volunteering participants for eight weeks. The quantitative data was collected through scales (SCS, FLES, FLCAS, FSSEFLC) as pre-test and post-test. The qualitative data was gathered through semi-structured interviews. Pre-test and post-test scores were compared through statistical analysis which revealed statistically significant and not statistically significant results. The interview results were analyzed via descriptive coding. The qualitative results showed that the participants experienced a meaningful change in their positive and negative emotions after self-compassion treatment.
The relationship between university students' willingness to communicate in L2 and affective attitudes towards English lessons
This research was carried out to provide a deeper insight into the relationship between EFL learners' willingness to communicate (WTC) in English and affective attitudes towards English lessons, and into the effect of other factors such as gender, length of learning English, using L2 in daily life, and English level of the participants. The study, which employed a quantitative research method, was conducted with 258 preparatory school students from eight universities in Turkey. Data collection instruments consisted of two questionnaires and an additional part for the demographic information of the participants. The quantitative data were analyzed using the SPSS program. Levels of WTC in L2 and affective attitudes were determined and analyzed within the scope of participants' demographic backgrounds. The findings indicated that there was a positive relationship between WTC inside the classroom and affective attitudes.
Investigating the relationship between intercultural sensitivity and intercultural communicative competence of pre-service elt teachers
The main purpose of this study is to reveal the relationship of pre-service ELT teachers' level of intercultural sensitivity and intercultural communicative competence. The participants of the study were 130 pre-service ELT teachers who were 99 females and 31 males. Data were collected through Chen and Starosta's (2000) Intercultural Sensitivity Scale and Başol's Intercultural Communicative Competence Self-Assessment Tool (2017). Then, the descriptive analysis and Bivariate Pearson's correlation were made with the help of SPSS software program. As a result of the analysis, it was revealed that the level of the intercultural sensitivity and intercultural communicative competence of pre-service ELT teachers were high. Also, a strong and positive linear correlation between intercultural sensitivity and intercultural communicative competence have been found.
EFL teachers' views on the use of L1 in ELT classrooms
This study was planned to investigate the views of EFL teachers on the use of L1 (Turkish) in ELT classrooms. In addition to determining EFL teachers' views, their views were analysed according to several variables such as their length of teaching experience, educational degrees, and the departments from which they graduated. EFL teachers' preferred uses of L1 in ELT classrooms were also investigated. In this study, quantitative and qualitative data gathering techniques were used within a mixed-methods design. The quantitative data were gathered via a questionnaire developed by Tunçay in 2014, which was administered to 174 English teachers working at state schools in Siirt, Turkey. The qualitative data were collected via semi-structured interviews with 20 teachers who had previously completed the questionnaire. Quantitative data from the questionnaire were analysed using SPSS and qualitative data were analysed by content analysis. The findings indicated that EFL teachers preferred the use of Turkish in a balanced and appropriate way based on the proficiency levels of the students and the subject being taught in order to facilitate the language learning process. This study has also demonstrated that English teachers with different years of experience and different educational degrees shared similar attitudes regarding the use of Turkish in ELT classrooms. However, in terms of the affective dimensions of language learning, the graduates of ELT departments and graduates of other departments were found to have different attitudes. EFL teachers' practices of L1 showed that they employed Turkish mostly for metalinguistic and clarification purposes.
The five predictors of willingness to communicate in the Turkish context: A meta-analysis study
This thesis has been prepared to examine willingness to communicate and its relationship with its five predictors. Relational meta-analysis was used as a research method in the study. Correlational master's theses and doctoral dissertations between WTC and anxiety, motivation, ideal L2 self, attitude, and ought-to L2 self were included in the scope of the research. In the literature research process, a sum of 12 correlations from 7 studies involving 5611 participants within the scope of anxiety, 11 correlations from 6 studies involving 5465 participants within the scope of motivation, 8 correlations from 5 studies involving 2787 participants within the scope of attitude, 10 independent correlations from 5 studies involving 4130 participants within the scope of ideal L2 self, and 8 independent correlations from 4 studies comprising 2708 participants within the scope of ought-to L2 self were included in the study. A sum of 11 studies and a sample of 20,701 people were reached. At the same time, moderator analysis was carried out within the scope of research design and publication type. Moreover, meta-regression tests were employed out for the publication year of the studies. According to the results of the research; It has been determined anxiety affects students' WTC negatively and moderately, motivation, attitude, and Ideal L2 self have a positive and moderate effect on students' WTC, and ought-to L2 self has a positive and small effect on students' WTC. Publication type showed a moderator effect both for the anxiety and motivation variables. The research design showed a moderator effect only for the anxiety variable among the five variables. According to the meta-regression tests results, publication year did not significantly affect the distribution of studies. Finally, suggestions were presented for teachers, educators, and researchers within the scope of the findings.
Developing a teacher identity during the course of a practicum
This qualitative case study examined the development of teacher identities in two pre-service English as a Foreign Language (EFL) teachers during their practicum period. The study aimed to investigate how the pre-service teachers' identity development and conceptualizations of themselves as future English teachers were influenced by their interactions with students. Data were collected through the pre-service teachers' diaries and practicum reports. The results of the study indicated that practicum experience played an important role in shaping the identities of pre-service teachers, particularly through their interactions with students. Such experiences were seen to help pre-service teachers develop a greater sense of competence, confidence, appreciation, and commitment. The study also suggested that contact with students inspired pre-service teachers to imagine future teaching trajectories, including their goals and aspirations for future teaching practices. Furthermore, the participants' future selves as English teachers emerged during the practicum experiences, with the aim of becoming good teachers, lifelong learners, engaging and motivating students, choosing appropriate methodologies, and making specific career plans.
The effects of gamification on learners' motivation, success and attitudes in digital and non-digital learning environments
This research investigates the impacts of gamification, carried out gamified activities and integrating gamification components into the lesson, on learners' motivation, achievement, and attitudes in both digital and non-digital learning environments. The study was conducted with 30 students in the 5th, 6th, and 7th grades who were enrolled in a private language centre in Turkey (N=30). The research outcomes reflect the analysis of quantitative data. In order to assess the effect of gamification on academic performance, a pre-test, middle, and post-test were applied. During the 4-week period between the pre-test and the mid-test, and the other 4-week between the middle test and the post-test, gamified activities were used in the lesson, as well as components such as points, reward, competition, levels, were integrated into the curriculum. To measure the effect of gamification on motivation, the Motivation Scale (Ertan,2020) was implemented after the 8-week period. To assess the influence of gamification on attitude, the Attitude Scale (Ertan,2020) was implemented after the 8-week duration. The data obtained from the research reveal that gamification has significant positive effects on learners' success, motivation and attitudes (p<0.05). Keywords: Gamification, gamification components, motivation, attitude, digital and non-digital
Investigating the contribution of combined teacher-automated feedback to students' writing skills in an EFL class
The purpose of this qualitative study is to investigate students' perceptions of the writing assessment tool MyAccess and the extent to which teachers support students in enhancing their writing abilities. This case study examined the progress of five students who attended preparatory classes at Fırat University for a duration of six weeks. The study specifically focuses on their writing lessons. The students were required to produce at least three drafts of four different kinds of articles. Immediately after finishing the initial draft, they got comments on the tool. They received comments from the teacher on their improved writing and made the necessary revisions. The feedback from many sources was merged to create the final drafts. The students routinely wrote down their thoughts and discussed them with the teacher after finishing each set of drafts, which also included the final draft for each type of essay. Journal entries were used to carefully compile the opinions of the pupils regarding the tools and teacher feedback. In order to clarify any points in this material that needed more clarity and to get a broad perspective, post-interviews were also conducted. Students indicated enthusiasm for the writing assessment tools, according to the study's findings. It is crucial to remember that while these techniques are useful, they should not be used as the only method of assessment. Research has demonstrated the importance of effectively combining teacher feedback and technological writing assessment techniques in order to enhance writing proficiency. Teachers should utilize writing assessment tools in conjunction with their own feedback to assist students in enhancing their writing abilities, as indicated by the outcomes. Keywords: MyAccess, writing evaluation, writing assessment, feedback, writing skills.
Tracing signature dynamics of EFL teachers' agency for social justice in Türkiye: Retrodictive qualitative modelling
Drawing upon CDST (Complexity Dynamic System Approach), this case study aims to explore how English language teachers in Türkiye exercise their agencies for social justice issues in classes with marginalized students and the factors affecting their agency enactments. Previous work in this field confirmed contextual and time-sensitive feature of individual teacher's agency (Leal & Crookes, 2018; Li & De Costa, 2019; Pena-Pincheria & De Costa, 2021), yet, there is no elaborate inquiry into early-career EFL teacher agency archetypes and their characteristics, teachers' developmental agency trajectories, and underlying factors influencing their agency. To fill this gap, this study aimed to investigate early-career EFL teachers' agency development for social justice issues at schools including marginalized group of students. In this current study, a retrodictive qualitative modelling approach (Dörnyei, 2014) was employed. The initial phase of the approach, focused on identifying system outcomes, referred to early-career EFL teacher agency archetypes for social justice issues. The second phase aimed to pinpoint prototypical teachers that exemplify their archetypes well. The final phase sought to trace the developmental teacher agency trajectories of these prototypical teachers, aiming to uncover dynamic signatures that explain how the system reaches these outcomes (Chan, Dörnyei & Henry, 2015). Data were collected with a survey, semi-structured interviews, written reflection forms, and field notes. At the first phase of the study, 112 early-career EFL teachers completed the survey designed by Pantic (2017). Then, teachers' agency archetypes for social justice issues were defined by conducting hierarchical and k-means clustering analysis with SPSS. At the second phase, prototypical teachers, two teachers for each archetype, were identified by the researcher and the school principal based on the participants' survey results. At the third phase, written reflection forms were collected form six prototypical teachers and semi-structured interviews were conducted with them. This study is significant in terms of providing a holistic understanding of dynamic, interacting, unpredictable nature of teachers' agency for social justice issues. Also, it might have important implications for teacher trainers, school administrators, and policy makers, highlighting the needs to prepare teachers pedagogically and emotionally to act for social justice issues in diverse teaching contexts.
An investigation into the relationship between undergraduate English majors' international posture and L2 motivational factors in Türkiye
In Türkiye's educational landscape, this study explores the intricate relationship between undergraduate English majors' international posture, its antecedents, and L2 motivational factors. As dedicated learners focused on mastering English, this group represents a unique lens through which to study second language acquisition. Drawing from Yashima's concept of International Posture (IP) and employing a quantitative approach, this research investigates undergraduate English majors' international attitudes and behaviors and the antecedents and motivational factors influencing their language learning journey. The study, conducted across various universities in Türkiye, utilizes the International Posture Scale (IPS) and the Motivational Factors Questionnaire (MFQ) to collect quantitative data. A sample of 602 undergraduate English majors participated in this study. Findings reveal that Turkish undergraduate English majors need more worldwide awareness and involvement. Instead of working abroad, they may avoid individuals from other cultures and stay home. Participants are usually local-focused and less international. After implementing multiple regression analysis, factors such as exposure to English as an antecedent significantly impact their international posture profiles. Motivational factors, including willingness to communicate, intended learning effort, international contact, and travel orientation, emerge as crucial determinants shaping students' international posture. Structural equation modeling (SEM) analysis unveils a complex interplay between these factors, wherein exposure to English is a catalyst for enhancing motivational elements and international posture. This study contributes valuable insights by creating a context-specific model for the second language education field and offering a nuanced perspective of the relationship between international posture, antecedents, and L2 motivational factors among undergraduate English majors in Türkiye. The findings denote the significance of rethinking educational curricula and support systems to foster a more inclusive, internationally aware, and culturally competent student population. Addressing these concerns is essential for preparing future professionals to navigate and contribute to their country effectively in a globalized world.
A comprehensive understanding of influential factors on English language teachers' identity: Using meta-synthesis and confirmatory factor analysis
Teacher identity is a multifaceted construct that shapes teachers' beliefs, practices, and professional development. This study aimed to explore the key factors influencing English language teachers' identity and develop a validated instrument to describe this complex construct. Employing a mixed-methods approach, the study consisted of two phases: (1) a meta-synthesis of the research carried out in 23 years to identify factors shaping teacher identity, thematic analysis and expert validation to group these factors into coherent themes, and (2) quantitative validation of the English Language Teachers' Identity Questionnaire (ELTIQ) through reliability analysis, correlation analysis, and confirmatory factor analysis (CFA). The meta-synthesis and thematic analysis identified 11 themes representing the dimensions of teacher identity: Demographics, Self, Teaching Enthusiasm, Emotional Labour, Community Engagement, Robust Literacy, Investment, Constraints, Adaptability, Learner Voice, and Metaphors. After reliability analysis, the theme, Demographics, was removed and the remaining 10 themes reflect the interplay of personal, professional, and contextual dimensions that shape teachers' roles and experiences. The ELTIQ demonstrated high internal consistency and structural validity, with CFA results showing a good model fit. The study also revealed significant correlations among the themes, highlighting their dynamic interrelationships in shaping teacher identity. This research provides a comprehensive understanding of English language teachers' identity and offers a robust tool for further research and professional development. The findings contribute to the literature by emphasizing the multidimensional and context-sensitive nature of teacher identity. Implications include the use of the ELTIQ for cross-cultural studies, longitudinal research, and practical applications in teacher education and policy-making. Future research should validate the ELTIQ in diverse contexts and explore additional dimensions to deepen the understanding of teacher identity as an evolving construct.