İngilizceyi yabancı dil olarak öğreten öğretmenlerin eylemsel yeterliklerinin dil fonksiyonları yoluyla geliştirilmesi: Sürekli mesleki gelişim için önerilen bir yansıtıcı model

This study was conducted to examine the EFL teachers' current situation in terms of their actional competence and their need for a Continuing Professional Development (CPD) training on actional competence and to improve their actional competence through the communicative language functions (speech acts) in a reflective CPD training. We focused on four particular speech acts as they have been well studied in the literature: the speech apology, request, suggection, and refusal. The current mixed methods research has an equivalent time series design. As the study aims to present both descriptive and experimental statistics, we collected the data from 190 EFL teachers working at public schools in different cities of Turkey teaching at different levels (primary school, secondary school, high school). Also, we gathered data from 32 EFL teachers teaching at different levels (primary school, secondary school, high school) at public schools in Ankara. The data gathered from the first sampling group of 190 EFL teachers were used for the descriptive part of the study to present the current situation in terms of actional competence. For the second part, which is the experimental part of the study, we used the data collected from the second sampling group of 32 EFL teachers to find out the effect of the reflective CPD training. We collected the data through multiple data collection tools. The main data collection tool consists of six different parts: Part 1: Biodata, Part 2: Self-assessment of actional competence, Part 3: Awareness questionnaire, Part 4: Acitivity assessment, Part 5: Discourse completion task, and Part 6: Self-reflection. We administered this data collection tool to the piloting group of 190 EFL teachers for descriptive statistics. The data gathered from the piloting group were analyzed descriptively through mean, standart deviation, minimum and maximum values, and were used for the realiability analysis. For the experimental part of the study, we administered the same data collection tool to the experiment group of 32 EFL teachers as pre-test and the post-test to see the effect of the intervention. Additionally, we administered a written protocol after each session of the training. The written protocol consists of three parts: Part 1: Written protocol reflection consisting of six statements on reflection, Part 2: Reflection on the steps of the intervention, where the participants reflect on each step followed in the training, and Part 3: Today's gain, where the participants reflect on the day of the training generally, commenting on the effective parts and on what can be done for the training to be more effective. As the data main collection tool has six parts, the analysis of each part was made separately. The findings of all parts of the main data collection tool showed a significant difference in favor of the post-test. However, when we analyzed the written protocol reflection through Friedman Test, we could not find a significant difference between the three measurements most probably due to the limited time interval between the measurements. The qualitative data were analyzed through content analysis and samples were presented. The findings were supported with the data gathered through the researcher journal which was kept during the interactions and discussions with the participants in and out of the classroom in all the training sessions. To sum up, the results indicated that the suggested reflective model has a significant effect on the EFL teachers' opinions, awareness, knowledge about the actional competence, and their production of the particular speech acts. Additionally, it can be said that the reflective CPD training had a significant effect on the EFL teachers' reflections with the help of the reflective stages of the training which forms the suggested reflective CPD model.