English language instructors' perceived pedagogical competencies and implementation of these competencies

This study aims at determining the perceived competencies of English language instructors and to what extent they implement these competencies in their classrooms. The study was designed as a qualitative case study. The participants of the study are the instructors teaching English at Dumlupınar University preperatory program in 2014-2015 academic year. The research data was collected through semi-structured interviews, semi-structured observation, relevant documents and the researcher's diaries. In order to analyze the collected data, inductive analysis and descriptive analysis methods were used. The findings of the study revealed that there were differences between the perceptions and classroom implementations of instructors in some respects. These differences were remarkable in the beginning and final stage activities of the lesson as well as the amount of target language use during the lesson. As for the middle stage, since the teaching was highly dependent on the coursebook, instructors' implementations of the competencies could not be analyzed appropriately. Beside differences, there were similarities between the perceptions and implementations of instructors in terms of setting an interactive and relaxed classroom environment and building rapport with students. The most striking ideas in terms of strengths in general were teaching reading and writing and building rapport with students, while they wanted further development in teaching speaking and listening and keeping up with the recent developments in the field of teaching English. Keywords: English Language Instructor, Pedagogical Competency, English Preparatory Class.