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The possible relationship between self-efficacy beliefs, teacher identities, and choosing teaching as a career for EFL instructors
The aim of this sequential explanatory mixed methods study was fourfold: First, (1) to determine the self-efficacy levels of Turkish instructors teaching English at English Preparatory units of state and foundation universities in Istanbul, as well as to investigate whether their self-efficacy levels vary according to their educational levels, undergraduate field degrees, years of professional experience and gender. The second aim was (2) to identify what type of teacher identity the instructors have as well as to determine whether their teacher identities varied across their educational levels, undergraduate field degrees, years of professional experience and gender. The third aim was (3) to investigate the motivations why instructors chose teaching as a profession and whether these reasons varied according to their educational levels, undergraduate field degrees, years of professional experience and gender. The final aim of the study was (4) to explore whether there was a possible relationship between instructors' self-efficacy beliefs, their teacher identities, and their motivation for teaching profession as a career. In accordance with these aims, the study adopted a descriptive cross-sectional correlational research design. A total of 356 Turkish EFL instructors working in the English Preparatory Departments of 53 different state and foundation universities in Istanbul participated in this research voluntarily. The quantitative data of the study were obtained from three different Likert scale questionnaires, and the qualitative data were elicited from semi-structured interview questions. Findings illustrated that the instructors generally had high self-efficacy levels. These self-efficacy levels came to the fore in areas such as planning the teaching process and determining teaching strategies and classroom management. At the same time, it was also revealed that the teacher identities of the instructors, especially the pedagogical expertise, didactic expertise, and subject matter expertise, were highly developed. In addition, among the reasons why instructors chose the teaching profession as a career, the finding that stood out was their interest in language learning and seeing language teaching as a mental stimulant. Finally, while there was no significant relationship between the self-efficacy levels of the instructors and their teacher identities, a significant relationship was found between self-efficacy and the reasons for choosing the profession, as well as between the teacher identities and the reasons for choosing the profession. According to the conclusion drawn from the study, universities should assign more importance to professional development (PD) activities and help lecturers improve their teaching skills. In addition, it was concluded that institutions should take the necessary steps to ensure the continuity of EFL instructors' intrinsic motivation. Keywords: Self-efficacy, teacher identity, career motivation
Comparison of worksheet-based and digital game-based vocabulary exercises in terms of vocabulary retention and intrinsic motivation
Two techniques for vocabulary learning and retention that educators have effectively utilized thus far are digital game-based vocabulary exercises, which incorporate elements of gamification, and worksheet-based vocabulary exercises. The significance of vocabulary retention and motivation is undeniable in English as a foreign language (EFL) education. Paper worksheets have served as an effective technique for learning and enhancing vocabulary retention. On the other hand, the evolving learning preferences of today's "digital natives" and the challenges they encounter, such as difficulties in vocabulary retention, have underscored the importance of integrating technology and digital game-based vocabulary exercises into language teaching. In essence, the study aims to explore and compare the potential effects of digital game-based vocabulary exercises, utilizing two platforms, Memrise and Easy Notecards, with those of worksheet-based exercises, on vocabulary retention and intrinsic motivation regarding doing vocabulary exercises. The study was conducted at the School of Foreign Languages of a state university. The participants consisted of Turkish EFL students enrolled in the preparatory school. Participants who could not complete the final module, B2, were studying in the Summer School program to continue their studies. The study, which focuses on two distinct groups, the control group (n= 19) and the experimental group (n= 25), aims to comprehend the potential impact of digital game-based exercises and worksheets on vocabulary retention and intrinsic motivation levels. Methodologically, the study was conducted using a quasi-experimental design with both control and experimental groups, employing a pre-test and a post-test. The study involves 44 B2 level students (23 male, 21 female) enrolled in an English preparatory program over a 4-week period. The results of the 'Vocabulary Retention Test' and 'Intrinsic Motivation Inventory Regarding Doing Exercises', which are data collection tools, indicate a significant improvement in both groups in terms of vocabulary retention and intrinsic motivation. However, statistically significant differences in post-test scores between digital game-based and worksheet-based exercises were not found, suggesting similar effectiveness for both approaches. On the other hand, the intrinsic motivation inventory regarding doing exercises indicates a moderate increase in positive motivation for both groups and suggests potential advantages of digital game-based exercises in reducing stress levels. In conclusion, the findings of the study demonstrate that both digital game-based and worksheet-based vocabulary exercises can be used as effective instructional methods in foreign language education, promoting both intrinsic motivation and supporting vocabulary retention.
EFL teachers' intercultural communicative competence and their related in-class practices
English has become an international language in today's world, and it has been used as a global means of communication not only in the inner circle countries, such as the UK and the USA but also in the outer and the expanding circle countries, such as India and Türkiye. Hence, intercultural communicative competence plays a crucial role in successful and intelligible communication in English as a foreign language education, so English language teachers are required to be interculturally competent to raise competent students. Thus, the current study attempts to investigate EFL teachers' intercultural communicative competence and their related in-class practices. The study also aims to explore whether there is a significant difference in teachers' intercultural communicative competence practices regarding their educational backgrounds and experiences of abroad. A mixed methods explanatory sequential research design was adopted within the scope of the study; quantitative data were collected through a likert-scale ICC questionnaire, while qualitative data were gathered via vignette-based interviews. 67 Turkish EFL teachers working at private middle schools involved in the questionnaire to reveal how often they practice ICC, and 14 of those teachers participated in the vignette-based interviews to reveal their in-class ICC practices. The data elicited via the questionnaire were analyzed through descriptive statistics and an Independent Sample T-test using SPSS; in addition, findings of the last item (item 20) in the questionnaire were analyzed by using inductive content analysis. On the other hand, the data gathered from the vignette-based interviews were analyzed through thematic analysis. The results of the quantitative data revealed that Turkish EFL teachers frequently integrated culture teaching activities related to values and attitudes more than the culture teaching activities related to their own experiences and culture teaching practices that take time and effort. Moreover, findings did not illustrate a statistically significant difference in teachers' ICC practices concerning their experiences of abroad whereas there was a statistically significant difference in teachers' ICC practices regarding their educational backgrounds. According to interview findings, some teachers integrated ICC practices, such as comparing different aspects of foreign cultures, planning extra lessons and materials for culture teaching, and showing videos or pictures about foreign cultures in their lessons. However, there were still some other teachers who did not incorporate ICC practices in their lessons and depended on the native cultures of English (i.e., British). Exploring these ICC practices can support the previous studies and contribute to the literature on intercultural communicative competence. Following the results, the study concludes with pedagogical implications and suggestions for futher research.
Taking the bad with the good: How prior language learning experiences shape EFL teachers' beliefs and practices
This qualitative study employed an explanatory case study design, focusing on multiple cases to delve into the potential influence of prior foreign language learning experiences, specifically the concept of the apprenticeship of observation (Lortie, 1975), on the teaching beliefs and practices of Turkish EFL (English as a Foreign Language) teachers. To collect rich and nuanced perspectives, the research employed a comprehensive approach. Data were gathered through two main sources: narrative frames developed by Moodie (2016), and semi-structured interview questions. A total of 12 participants, working at primary, secondary, and high school levels, including both female and male teachers, with representation from both novice and experienced cohorts, actively participated in the research on a voluntary basis. These participants were currently engaged in teaching English in various educational settings, including private and state schools, within the Turkish educational context. The study focused on the Eastern Marmara Region of Türkiye, encompassing the provinces of Kocaeli and Sakarya. Qualitative content analysis was employed as the method of data analysis. This analytical approach allowed for the systematic examination of participants' narratives and interview responses, enabling the identification of recurring themes and codes. Based on the findings of this qualitative study, it was observed that prior foreign language learning experiences significantly shaped the teaching beliefs and practices of Turkish EFL teachers. The concept of the "Blended Apprenticeship of Observation" (Cancino et al., 2020) played a crucial role in this process, with many participants indicating that their teaching practices often reflected a direct connection to their experiences as language learners, encompassing both the adoption of effective techniques (AoO) (Lortie, 1975) and the avoidance of less favorable ones (Anti-AoO) (Moodie, 2016). Key themes that emerged from the qualitative content analysis included the impact of positive and negative learning experiences, the role of teacher-student relationships, and the importance of interactive and communicative teaching methods. Participants with positive language learning experiences tended to adopt more student-centered and communicative teaching practices. They emphasized the importance of creating an engaging and supportive classroom environment, drawing on their own positive encounters with language learning to foster a similar atmosphere for their students. For instance, teachers who experienced interactive and communicative methods during their language learning were more likely to implement these approaches in their own classrooms, recognizing their effectiveness in enhancing student engagement and language acquisition. Conversely, those with negative experiences often highlighted the need to avoid similar practices in their own teaching. They strove to create a more inclusive and empathetic learning atmosphere, actively seeking to mitigate the adverse effects they had encountered as learners. Negative experiences frequently involved grammar-based teaching and teacher-centered instruction, which many participants recalled as disengaging and demotivating. These teachers also were particularly mindful of avoiding practices that caused anxiety or humiliation, aiming instead to build a classroom environment characterized by support and encouragement. Overall, the findings underscore the influence of prior language learning experiences, specifically the apprenticeship of observation, on EFL teaching beliefs and practices. The study highlights the need for teacher education programs to address these experiences explicitly, supporting teachers in developing effective and reflective teaching strategies. By acknowledging and exploring the impact of their own language learning experiences, teachers can better understand their teaching choices and make informed decisions that enhance their effectiveness in the classroom. By integrating this concept into teacher education, professional development, educational policy, and classroom design, educators can create more effective, engaging, and inclusive learning environments, ultimately benefiting student learning outcomes.
Dyslexia in English language education: A study on primary school EFL teachers' awareness
Dyslexia is a specific learning difference affecting reading ability due to a miscommunication between information processing and decoding. This difference is estimated to be predominant towards the 10% of the world, connoting a high possibility of encountering at least one dyslexic student in each classroom. In the context of foreign language classrooms, processing and decoding information in an additional language when they already are behind in their native language development might be confusing for dyslexic students. That being the case, without being aware of dyslexia and the presence of their dyslexic students, EFL teachers might misinterpret and mistreat them and leave a negative impact on the students' target language learning progress. With the aim of enabling such students to have the minimum risk of failure and being destitute of support in their EFL development as far in advance as possible, the present study measures how aware Turkish primary school EFL teachers are of dyslexia in Türkiye, which is a gap in the related literature in terms of its context, and suggests what should be done in the Turkish education system in order to maximize the number of opportunities to be provided for dyslexic EFL students in the near future. In light of this ultimate aim, the present study makes an in-depth investigation of EFL teachers' knowledge of dyslexia and how to teach dyslexic EFL students in inclusive classrooms to identify the points where they lack knowledge and to reveal the reasons behind this situation. With a mixed-method design that is explanatory in nature, the present study included two data tools, which were a three-point scale with 36 items developed by Soriano-Ferrer and Echegaray-Bengoa (2014), namely, the Knowledge and Beliefs about Developmental Dyslexia Scale (See Appendix A), and a structured-interview with seven questions developed by the researcher (See Appendix B). Accordingly, with the participation of 288 Turkish primary school EFL teachers from five cities in the Marmara Region of Türkiye, namely Balıkesir, Bursa, İstanbul, Kocaeli, and Sakarya, the data were collected online. Following this step, the quantitative data were analyzed through descriptive analysis, whereas what was conducted for the qualitative data was inductive content analysis. Regarding the findings, it could be put in a nutshell that the Turkish primary school EFL teachers are mostly unaware of what dyslexia actually is. They only have a basic understanding of the connection between dyslexia and reading skills. However, when it comes to specific details such as the prevalence of dyslexia, its impact on phonological processing, the effects on self-confidence in individuals with dyslexia, its hereditary nature and incurability, or methods for teaching EFL to dyslexic students, and so on, their level of unawareness reaches a peak. Moreover, the participants wrongly associate dyslexia with the visual perception of reversed or mirrored letters and words. In spite of all those, what is promising is that the primary school EFL teachers are aware of their unawareness and would like to help their dyslexic students by maximizing their dyslexia awareness and improving their teaching skills. In order to take a step towards such a future when dyslexic students are actually seen, understood, and provided with support for their learning needs in the process of their target language development, the present study suggests that content preparing EFL teacher candidates for teaching reading and writing skills to students with dyslexia, related training programs for in-service EFL teachers, and the adjustment of dyslexia-friendly primary school curricula with additional individualized education programs on English should be provided.
The correlation between elt students' listening anxiety, listening self-efficacy and listening comprehension in EFL
This study aims to explore the correlation between listening anxiety, listening self-efficacy, and listening comprehension among ELT students in an EFL context. The primary aim is to determine whether listening comprehension skills and listening self-efficacy are significant predictors of English listening anxiety and its sub-factors, namely "Tension and worry over English listening" and "Lack of confidence in listening." The research employs a correlational design, one of the quantitative research methods, and was conducted with 192 native Turkish-speaking students learning English at three universities. Data collection tools included a demographic information form, the Foreign Language Listening Anxiety Scale, the English Listening Self-Efficacy Scale, and a listening comprehension test. Pearson correlation and multiple regression analyses revealed that listening comprehension skills significantly predicted English listening anxiety and its sub-factors while listening self-efficacy did not. These findings suggest that improving listening comprehension skills can significantly reduce listening anxiety, but the role of self-efficacy is uncertain and requires further research. This study helps clarify the relationship between EFL students' listening self-efficacy, listening comprehension, and listening anxiety. It also offers suggestions for language educators on the importance of focusing on improving students' listening comprehension to reduce anxiety. Given the scarcity of literature examining these three variables collectively, this study is expected to fill this gap in the literature.
Evaluation of english language coursebooks in türki̇ye regarding 21st-century skills and bloom's taxonomy
Adopting a qualitative methodology, the present study addresses the gap in the literature on English language coursebook evaluation and 21st-century skills by evaluating four high school English language coursebooks developed and supplied by the Turkish Ministry of National Education (MoNE). The evaluation focused on the presence and distribution of the 4 C skills (i.e., creativity, collaboration, critical thinking, and communication) as well as the six cognitive skills of Bloom's revised Taxonomy (i.e., remember, understand, apply, analyze, evaluate, and create). Accordingly, two checklists were developed to code the activities in the coursebooks according to these skills. The analysis revealed that while all four coursebooks included the 4 C skills and the six cognitive skills of Bloom's revised Taxonomy, their distribution was uneven. Findings regarding 4 C skills showed that creativity was the least emphasized skill, followed by critical thinking. Collaboration was moderately represented, whereas communication was the most emphasized skill. In other words, the 4 C skills were not equally represented across and within the coursebooks, with creativity consistently underrepresented throughout. Regarding the six cognitive skills of Bloom's revised Taxonomy, the skills remember, understand, and apply were the most prevalent in the coursebooks, while the skills analyze, evaluate, and create were relatively underrepresented. Similar to the findings of 4 C skills, the six cognitive skills were not equally distributed across or within the coursebooks. Findings are discussed and interpreted with comparison of those of earlier studies. The study concludes with suggestions for future studies and implications for coursebook developers and educators. Keywords: English language teaching, Coursebook evaluation, 21st-century Skills, 4 Cs, Bloom's Taxonomy
Exploring the foreign language medium of instruction in tertiary level education in Turkey
This study investigated students' opinions of their achievement, motivation, and anxiety in one French-medium (FMI) and two English-medium (EMI) universities in Turkey investigating such variables as gender, context (EMI, FMI), grade, year of study, prep school education and GPA scores. To this end, 358 students were asked to complete a student questionnaire with 5-point Likert scale items as well as giving them opportunities to make comments for each item. In addition, 17 students were further invited to participate in semi-structured interviews. In order to analyze the quantitative data, first, factor analysis was run, and the overall reliability was calculated as .87. Descriptive and inferential statistics were run to analyze quantitative data using SPSS 20th edition, and qualitative data were analyzed by means of thematic analysis (pattern coding). The quantitative data indicated that while all students had higher median scores of achievement and motivation, they had lower sense of anxiety. Also, there were significant differences according to the variables of gender, context, grade, year of study, prep school education, and GPA scores. As for contextual differences, EMI students were more motivated while FMI students were more anxious. Regarding the qualitative results, while EMI and FMI students had positive opinions on their achievement and motivation, they were found to be anxious related to their learning in EMI or FMI.
The effects of written corrective feedback types on the prepositions of time and place and students' perceptions on written corrective feedback in efl context in Turkey
Written Corrective Feedback (WCF) has been a centre of a lively debate among English as a Foreign Language (EFL) and English as a Second Language (ESL) researchers and practitioners. Although there is a good body of research which was aimed at investigating the effectiveness or ineffectiveness of WCF, the dispute over WCF has yet to be settled. The present study set out to examine the effects of WCF on the accuracy of the EFL students in L2 writing. For this reason, a pretest-posttest-delayed posttest design was used to compare the effects of direct-focused and direct-unfocused WCF on the accuracy of the prepositions of place and time: '-in', '-at', '-on' and '-to'. The students who were in the focused WCF group received direct correction on the errors related to the target structure only whereas the unfocused WCF group received direct correction on all of their errors (grammar, spelling and punctuation) including the target structure errors. In the posttest and delayed posttest, both experimental groups outperformed the control group, which received no correction. Between the focused WCF and unfocused WCF groups, on the other hand, no statistically significant difference was found in the posttest and delayed posttest results. Thus, it was concluded that WCF, focused or unfocused, was helpful for the students to use the target structure more accurately. Finally, a structured interview was implemented with a third of the total students and it was revealed that the students had a positive attitude towards WCF and viewed it as a useful tool.
Pre-service and in-service CLIL teachers' perceived competencies and satisfaction with the training programmes: An investigation in Spanish context
"Changing the language of instruction in educational systems, or teaching children through an additional language is a historical global phenomenon that is often a direct result of social, political and economic strategic actions" (Marsh, 2013: Foreword) In 1990s, Content and language integrated learning (CLIL) approach emerged in Europe as an outcome of sociopolitical and educational projection of globalisation. On the other hand, concerns for its fair implementation have been holding growing space within research domains. CLIL teachers' competency areas and training at initial or in-service levels, to this end, have been valid concerns in many contexts including Spain. This study leans over this issue and investigates pre-service and in-service teachers' perceptions with respect to their self-efficacy and satisfaction with the education they have received in gaining them the competencies to perform their best in CLIL classrooms in Spanish context, where CLIL provision in mainstream schools has been experienced since the early 2000s. To collect data a mixed-method approach was sought followed by content analysis and statistical analysis to yield results in the light of the research objectives. The analyses of the quantitative results indicate that pre-service and in-service teachers' perceptions of competencies and satisfaction with the education they have received vary and differ at certain points. Quantitative results present more positive perceptions of competencies on the part of the in-service teachers compared to the qualitative results. The qualitative data, on the other hand, provide more in-depth insight into the multifarious issues regarding CLIL implementations. The results are discussed through comparison of the quantitative and qualitative data gathered through a questionnaire and interviews in line with the relevant literature, and implications based on the study are shared at the end.
Teachers' and students' attitude towards L1 use in English classroom in the contexts of Turkey and Kyrgyzstan
In an attempt to achieve perfect English language proficiency, all learners face the same issue: the inevitable use of their L1 in an English classroom. Various studies have identified different attitudes and reasons for teachers' and students' L1 use in English classroom. The aim of this thesis paper is to identify teachers' and students' attitude towards L1 use and reveal the reason for their particular attitude through the use of the open-ended questionnaires. Teachers' attitude was distinguished in terms of teachers' and students' L1 use. Apart from that teachers' questionnaires attempted to identify activities that are best carried out through L1 and TL. Students' perceptions were distinguished in terms of their attitude towards bilingual approach to English learning based on their experience in learning English and teachers' L1 use. Along with this, students' questionnaires attempted to reveal the benefits and drawbacks of L1 use. As this study comprises teachers and students from universities of Turkey and Kyrgyzstan the difference between their attitudes has been also investigated. Qualitative data obtained from the questionnaires was collected, coded and analyzed with the help of the NVivo12 software program. The research findings revealed that overall attitude of teachers towards their own use of L1 is positive. Results obtained from teachers' survey revealed that majority of teachers from Turkish context tend to have more positive attitude with regard to teachers' L1 employment than their Kyrgyz colleagues. Moreover no considerable difference has been observed in terms of the teachers' attitude towards students' L1 use. Similarly no substantial difference has been observed between the attitudes of Turkish and Kyrgyz teachers towards students' use of L1. Finally, activities best carried out through L1 and TL based on the teachers' view have been listed and discussed. Students' survey results revealed that majority of students had bilingual approach to English learning. However between those who found it beneficial and not beneficial there is only slight difference. Results indicated that Kyrgyz students were more in favor of bilingual approach to English learning than Turkish students. In terms of the students' attitude towards teachers' L1 use majority of students expressed their positive view. In attempt to identify the difference between the attitudes of Turkish and Kyrgyz students towards teachers' L1 employment survey findings revealed no sufficient difference. Finally, possible benefits and drawbacks of L1 suggested by students have been listed and discussed. Research findings also revealed that teachers and students employed L1 mainly for pedagogical reasons. Results also suggest that limited and judicious use of L1 can be served as a facilitating tool to improve TL proficiency. Key words: Attitudes, L1 (Turkish and Kyrgyz), TL (English), reasons, benefit, drawback.
EFL Trainee Teachers' Self-Perceived Competencies
The aim of this study is to investigate English as a Foreign Language (EFL) trainee teacher's self-perceived competencies, and to determine whether there are differences in terms of gender, class, educational background, and preparatory for programme they study at. The data were collected via a questionnaire developed based on standards set by American Council for Teaching Foreign Languages (ACTFL) from 331 ELT students from all four classes in three state universities in Turkey. Based on the findings, participants' have high levels of self-perceptions in terms of all six content standards. Female participants are found to have higher level of self-perceptions than male participants. Considering grades which participants study at, all participants have ranked high, sophomore students having the lowest in all six content areas, freshmen and juniors in one area each, and seniors ranking the highest regarding four content standards. Slight differences were found between participants who have taken preparatory class and who have not; the ones who have taken had higher level of self-perceptions regarding four content standards while the ones who have not taken preparatory had higher self-perceptions in terms of two content standards. Weak correlation was found between participants' ASPC scores and self-perceptions similar to correlation between their educational background and self-perceptions. Participants who have been to an English speaking country before have higher self-perceptions in terms of four content standards whereas the participants who have not been to an English speaking country have higher self-perceptions in two content standards. Key words: Teacher competencies, EFL, Self- perceived competencies
Investigating the contribution of the European Union Erasmus Plus (Erasmus+) Youth Exchange projects to foreign language learning
The purpose of this study is to investigate the views of the European Union (EU) Erasmus+ Youth Exchange (YE) projects' participants regarding their foreign language motivation and speaking fluency development. By utilizing purposive sampling method, the study was carried out with the participation of members of non-governmental organisations, namely, Edirne Nature Sports Club Association and Sakarya Cycling and Nature Sports Club Association. Both Non-Governmental Organisations (NGOs) have been actively involved in European Union Erasmus+ projects implemented between 2014 and 2020. In this study, qualitative research design and 'standardized open-ended interview' model were utilized. The research questions aim to find out whether the EU Youth Exchange Program plays an important role on participants' foreign language learning motivation and English speaking fluency. Qualitative research questions prepared by the researcher aim to explore two main research questions; 1. What are the participants' views regarding the contribution of EU Erasmus+ Youth Exchange Projects to their English speaking skills? 2. What are the participants' views regarding the contribution of EU Erasmus+ Youth Exchange Projects to their English learning motivation? The participants of the study were 10 Turkish teenagers and young adults whose ages ranged from 27 to 31. Content Analysis Method was used to analyze the interviews. In this qualitative study, interviewees were addressed ten open-ended interview questions that had been approved by expert opinion. The interviews were transcribed and qualitatively analyzed by utilizing descriptive coding and Content Analysis method via MAXQDA 2018 Qualitative Data Analysis Software. For the validity and credibility of the research, codings and findings were reviewed and approved by an expert in the qualitative research field. The findings of the research reveal that according to the views of the participants EU Erasmus+ Youth Exchange Projects provide several benefits to participants in terms of improving foreign language level, and Youth Exchange projects have contributed to participants' English speaking fluency and foreign language learning motivation.
Yabancı dil olarak İngilizce öğretmen yetiştiricilerinin çevrimiçi öğrenme ortamlarında kullandıkları alternatif değerlendirme yöntemlerinin incelenmesi
This research aimed to examine the alternative assessment methods employed by EFL teacher educators in online education, the digital tools and platforms utilized in the application of these assessments, and the perceptions of teacher educators regarding those assessments. Accordingly, this study employed a phenomenological research design to examine the teacher educators' perceptions of alternative assessments in online education. The study gathered qualitative data through interviews with 18 teacher educators who teach online courses in the department of English Language Teaching at various universities in Türkiye. Additionally, assessment samples from these teacher educators were collected to provide triangulation to this research. The collected qualitative data were analyzed using the content analysis method and were categorized into four distinct themes. The study's findings revealed that teacher educators displayed a higher preference towards utilizing alternative assessment methods as opposed to traditional methods in online courses, with the aim of setting an example for their students. Furthermore, teacher educators employed diverse digital tools and platforms for their alternative assessments for the sake of assessment and to provide examples to them for their future professional lives. Nonetheless, this investigation also found out that teacher educators encountered numerous challenges when implementing alternative assessments in online education, despite the numerous affordances presented by the utilization of those assessment methods and the digital tools and platforms. Therefore, the results of this study suggest that assessment in online courses poses greater challenges and collaboration among all education stakeholders is crucial in addressing these challenges. Otherwise, efforts to deliver more effective assessments and train more competent teachers are wasted due to social and economic limitations and decisions made without consulting field experts.
İngilizce öğretmen adaylarının teknolojik pedagojik alan bilgisi
This mixed-method study is aimed at investigating the perceived Technological Pedagogical Content Knowledge (TPACK) competency levels of pre-service English as a Foreign Language (EFL) teachers and examines the relationship between their TPACK competency levels and demographic characteristics, namely, age, gender, computer experience, and year of education in the program. The participants of the study included 215 pre-service teachers, all of whom partook in the quantitative phase, while 14 of them and five teacher educators partook in the qualitative phase. The quantitative data were collected through a demographic background questionnaire and a TPACK-EFL questionnaire, while the qualitative data were gathered using semi-structured interview questions, adapted for both pre- service teachers and teacher educators. The findings of the study indicated a relatively high level of overall perceived TPACK competency among pre-service EFL teachers, with some notable variations across the sub-components. Regarding the influence of gender and age, statistically significant differences were found in Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK) sub-components. It was found that male participants scored higher in TK, while females scored higher in PK and PCK. In addition, pre-service teachers older than 24 years of age revealed lower CK scores. Regarding the influence of computer experience and years of education in the program, higher overall TPACK scores were observed in favor of those with more computer experience and those in their later years in the program. The current study is expected to enrich the literature, aiding the ongoing enhancement of teacher education programs, and promoting the integration of technology into English language education.
Yabancı dil olarak İngilizce öğrenenlerin teknoloji aracılı görev etkileşimlerinin konuşma çözümlemesi yöntemiyle incelenmesi
Long-standing use of tasks in second language learning environments, including digital spaces, has been deemed to promote learners' interactional skills. Nevertheless, interactional dynamics in these contexts have largely remained unexplored due to the dominance of etic perspectives and a priori assumptions in interpreting the interactional data. The relatively scarce conversation analytic research focusing on the dynamics of task interaction in technology-mediated environments predominantly centers on the epistemic domain of the interaction. Against this backdrop, this study explores technology-mediated, task-based spoken interactions of advanced EFL learners. Employing Ethnomethodological Conversation Analysis, the study investigates how specific social action formats— with a particular focus on proposals—facilitate task progression. The analysis reveals a strong preference for proposal structures in task discourse, indicating a collective and egalitarian task dynamic. The interactional uses of these structures are primarily identified as to address problems such as epistemic gaps or contradictions to task rules, set the upcoming task agenda, endorse, challenge, and circumvent the preceding proposals. Evidence from turn-design and sequential unfolding reveals that the participants orient to the fine-grained distinctions between these formats in terms of their deontic strength. Further, while the participants orient to the screen as a semiotic resource to formulate their proposals, they also employ turn-design strategies to increase their deontic strength. This study contributes to our understanding of task-based interaction in digital spaces with a particular focus on the use of proposal structures to advance the task forward. Moreover, it contributes to the theoretical comprehension of how grammatical structures are utilized to perform specific social actions in digital environments, providing a foundation for future research. Implications for practitioners, task designers, and researchers are discussed.
İngilizce'yi yabancı dil olarak öğreten öğretmenlerin eylem üzerine düşünme deneyimi: İşyerinde mesleki öğrenme üzerine bir durum çalışması
The purpose of this study was to conduct a case study of teachers' experiences teaching English as a foreign language with reflection-on-action experiences on workplace learning. The study aims to explore how teachers who teach English as a foreign language reflect on their teaching practices and how this contributes to their workplace professional learning. The study involved four participants and was designed as a case study. The participants were from two majors: English Language Teaching and English Language and Literature. All four participants were selected from teachers who teach English as a foreign language at the primary and secondary levels and work an average of twenty to twenty-five hours per week in a private school in a province located in the western part of Türkiye. Participants were between five and nineteen years in the profession. Data for this case study were collected through focus group interviews, workshops, and reflective journals. Focus group interviews were conducted before, during, and after the workshops. After the workshops were completed, participants were asked to keep regular reflective journals for fifteen weeks to allow them to reflect on their teaching experiences and processes. The study aimed to investigate how EFL teachers' reflection-on-action practices contribute to their workplace learning. It also examined the primary reflection-on-practices that EFL teachers prefer during their workplace learning experiences, with a focus on the reasons behind utilizing those preferred practices based on the following research questions: What are EFL teachers' perceptions regarding the role of reflection-on-action practices in their professional development at work? What are the perceived benefits of reflection-on-practices do EFL teachers prefer during their workplace learning experiences? What are the reasons and supporting mechanisms behind teachers' workplace learning reflections? The results of the study revealed that reflection-on-action practices were frequently related to EFL teachers' perspectives on in-class instructional strategies and procedures. The exchange of experiences with peers, fostering professional growth and self-assurance, unequivocally underscores the indispensability of lifelong professional learning for the revitalization of the teaching profession in effectively implementing educational alterations in foreign language teaching.
Öğretmenlik uygulaması dersinin ingilizceöğretmen adayları, uygulama öğretmenleri vedanışmanlar açısından değerlendirilmesi
This study evaluates the teaching practicum from the perspectives of English as a Foreign Language (EFL) pre-service teachers, mentor teachers, and university supervisors. Employing a mixed-methods approach, it gathers and examines both quantitative and qualitative data. Quantitative data were collected from 82 pre-service teachers who participated in the teaching practicum course during the 2021 fall and 2022 spring semesters, using the Pre-Service EFL Teachers' Practicum Reactions Scale developed by Kazaz and Alagözlü (2020). This scale included 39 close-ended items and four open-ended questions. Data from the close-ended items were analyzed using SPSS 22, while responses to the open-ended questions were categorized based on their context. Semi-structured interviews were conducted via Zoom with seven pre-service teachers, five mentor teachers, and four university supervisors. Afterwards, the researcher transcribed the interviews. The analysis of the data reveals that the teaching practicum is highly valued for providing practical teaching experience within the classroom setting. Findings from both the questionnaire and interviews similarly emphasized the importance of translating theoretical knowledge into practice. However, issues related to timing, scheduling, and the completion of required practicum tasks presented certain challenges. Some recommendations were made to deal with such challenges.
İngilizce öğretmen adaylarının sosyal adalet kavramına yönelik algı ve farkındalıklarının incelenmesi
This research aimed to examine English teacher candidates' perceptions and awareness of the concept of social justice. Mixed method design was used in the study. The quantitative data which is a survey that filled in by 218 teacher candidates that are still studying English Language Teaching in Bolu Abant İzzet Baysal University were analyzed using the descriptive analysis. Later the qualitative data were gathered by the guided reflections completed by 68 teacher candidates and were analyzed using the grounded theory. Even though the importance of having teachers who are aware of social justice is globally acknowledged by the authorities, there is not enough effort given to this topic in the universities or schools. Especially in Türkiye, the overall population is already multicultural thanks to the ethnic identities existing on this land such as Armenians, Caucasian, Kurds, Jews who live in peace for centuries but additionally, in the last decade, a large number of immigrants arrived from Iraq, Syria, Russian Federation, Ukraine, Afghanistan and Turkmenistan, to start a new life in Türkiye. Therefore, the results of this study suggest that both the universities and the Ministry of Education should be taking the responsibility to focus more on raising an awareness and training the teacher candidates about taking proactive precautions on sustaining social justice in their institutions. Otherwise, the future generations might be suffering from power wars between nations and identities instead of focusing on the benefits of having a multicultural environment.
İngilizce öğretmen adaylarının çevrimiçi iş birliği projesi yolu ile profesyonel kimlik oluşumlarının incelenmesi
This study set out to investigate language teacher identity formations of Turkish pre-service teachers through a cross-cultural telecollaboration project conducted between Türkiye and the USA. For the present qualitative study, 51 Turkish pre-service EFL teachers participated in an 8-week-long telecollaboration project with 38 American counterparts. The participants completed a series of tasks related to their teacher identity constructions throughout the project. The data of this study were collected from the posters defining their teacher identities, reflective entries, and focus group oral interviews. Drawing on Yazan's (2018a) conceptual framework to understand language teacher identities, thematic analysis is used in order to investigate teacher identity constructions of Turkish pre-service teachers through telecollaboration projects. The findings of the study revealed various aspects of language teacher identity constructions of Turkish pre-service teachers on teacher learning, teacher cognition, participation in communities of practices, contextual factors, and emotions in the context of telecollaboration projects. Based on the findings of the study, several implications for English language teacher education and future studies were suggested. This research contributes to a deeper understanding of English language teacher identity formation and the effect of telecollaboration projects in the process.
Hibrit dil eğitimi bağlamlarında İngilizce öğretim görevlilerinin öz-yeterlik inançları ile mesleki dayanıklılıkları arasındaki bağlantıyı araştırmak: Niteliksel bir vaka çalışması
The purpose of this study is to examine the connection between self-efficacy and resilience of the in-service English as a Foreign Language (EFL) instructors working at a state university located in the northwest of Türkiye and to explore their coping mechanisms in the face of the problems and difficulties they experienced in the process of teaching English as a foreign language in a hybrid environment. For this purpose, a qualitative case study was selected as the research method, and 12 EFL instructors were included in the study through the convenience sampling method because of the restrictions during the COVID-19 pandemic. The data collection instruments included demographic data forms, online weekly reflective journals, and online semi-structured focus group interviews. The data analysis was carried out through MAXQDA 2024, a qualitative data analysis software. After the data analysis, the data was categorized into main themes and sub-themes based on the existing literature. The findings of the study indicated that there are various teacher-centric and contextual-instructional dynamics affecting the self-efficacy and resilience of in-service EFL instructors, and there exists a connection between these two constructs. Additionally, it was seen that the EFL instructors have developed different coping strategies against the difficulties and troubles experienced while teaching a foreign language in a hybrid environment. As a result, significant implications for foreign language education are presented in the light of the results obtained.
Yabancı dil olarak İngilizce öğretmen adayları ve yürütücülerin uluslararası çevrimiçi iş birliği projeleri hakkında deneyim ve algıları üzerine fenomenolojik bir durum çalışması
This thesis investigates the perceptions and experiences of pre-service English as a foreign language teachers and facilitators after the integration of a transnational telecollaboration project on teacher identity formations. The study involved 51 Turkish pre-service teachers and 5 facilitators who participated in and conducted an eight-week-long telecollaboration project focusing on pre-service English teachers' identity formations in the scope of language and culture courses between Türkiye and the United States. The research addressed two primary questions: "What are the experiences and perceptions of telecollaboration projects on ELT pre-service teachers as future educators?" and "What are the facilitators' perceptions regarding the integration of telecollaboration projects?" Following the telecollaboration project, both groups of participants were interviewed to gather qualitative data. The findings revealed that most pre-service English teachers perceive telecollaboration positively, noting potential enhancements in intercultural communicative competence (ICC), technological proficiency, and linguistic skills, aligning with existing literature. Facilitators highlighted crucial stages for executing successful telecollaboration projects, emphasizing the importance of meticulous planning and management. Overall, the study underscores the potential of telecollaboration in enriching language teacher education and fostering essential professional skills in future language teachers.
Hizmet içi İngilizce öğretmenlerinin dört temel dil becerisinin öğretimine yönelik öz yeterlik algıları
Educating students as natural users of the language is a shared objective, underscored by current studies and the updated curricula in Türkiye. This highlights the importance of teaching four fundamental language skills. The present study aimed to identify in-service English teachers' perceived levels of self-efficacy in teaching four skills. To collect quantitative data, a scale developed by Taştan Aslaner (2019) was used. A total of 258 teachers from the Western Black Sea Region participated and 12 were interviewed to provide deeper insights. This study also investigated whether demographic variables influenced English teachers' perceived levels of self-efficacy. Teacher suggestions to improve their efficacy were also drawn from interviews. The quantitative results were analyzed using Jamovi and for the qualitative part, MAXQDA (demo version) was used. The findings revealed that teachers' perceived self-efficacy was high in teaching four fundamental skills of English. The area that teachers felt most efficacious was teaching reading. Productive skills (speaking and writing) had lower ratings compared to receptive skills (listening and reading). Teachers' gender, academic degree, school type, and experience did not lead to significant differences. Teachers with degrees from ELT and English-related departments demonstrated higher self-efficacy overall, as well as in teaching speaking and reading, compared to those with degrees from other departments. Finally, teachers stated several issues that have the potential to influence their self-efficacy. Students' improvement and engagement were reported to boost teachers' perceptions of self-efficacy. Students' unwillingness, crowded classrooms and insufficient teaching hours were mentioned by the participants as factors that created challenges for them.
İngilizce öğretmeni adaylarının meslek öncesi öğretmen kimliği algılarının incelenmesi
Identifying the pre-professional teacher identities of education faculty students is essential for fostering higher education programs. Therefore, this mixed-method study examines the early teacher identity levels of pre-service English teachers. Additionally, the relationship between early teacher identity perceptions and demographic characteristics, namely, gender and year of study, is investigated. To obtain quantitative data, 206 pre-service English teachers were reached at a public university in Türkiye. Semi-structured interviews were also conducted with 15 pre-service teachers. The quantitative data were gathered through the personal information form designed by the researcher and the Early Teacher Identity Measure scale developed by Friesen and Besley (2013) and adapted into Turkish by Arpacı and Bardakçı (2015). The findings of the study indicated that the early teacher identity level of English teacher candidates was high. It was found that gender has shown no significant effect on early teacher identity. However, it was revealed that early teacher identity levels are higher among junior and senior students compared to sophomore and freshman students. The findings revealed that experience and initial teacher training play a significant role in shaping early teacher identity. Overall, this study emphasizes the importance of early exposure to practical teaching experiences and methodology courses for supporting early teacher identity development within teacher education programs.
Yabancı dil olarak İngilizce öğrenen hazırlık okulu öğrencilerinin azim düzeylerinin incelenmesi
Grit has recently gained attention among researchers studying second language acquisition as one of the individual difference variables. This study investigated the grit levels of preparatory school university students learning English as a Foreign Language (EFL). The main objective is to determine whether factors, such as gender, age, academic department, English proficiency level and preparatory exam results led to different grit levels and to find out some of the prominent factors that affect their grit. The study population consisted of students from two state universities during the 2023-2024 spring semester, with a sample of 330 students (172 males, 158 females). In addition to quantitative data collected via questionnaires, semi-structured interviews were conducted with 20 students, transcribed, and analyzed. These interviews explored factors influencing grit, specific events impacting students' grit, and coping strategies. The Persistence Scale (Mutlu, 2017) was employed to gather data on the students' grit levels. Data analysis was conducted using SPSS 23 software. No significant differences were observed for gender, age, proficiency scores, or department. However, significant differences were found for the duration of English education and English proficiency levels. Those with longer English education and higher proficiency (B2) exhibited higher grit. The qualitative findings from the study indicated that teacher support, interest in English media, and a supportive learning environment significantly enhanced students' grit in learning English. Conversely, factors such as personal challenges, peer influence, limited access and resources, and fear of failure were identified as major negative influences.
İngilizce yazılı metinlerin yapay zekâ ve İngilizce öğretmenleri tarafından değerlendirilmesinin karşılaştırmalı analizi
This research focuses on comparing the evaluation of writing tasks by artificial intelligence technologies and English language teachers. The increasing role of advancing technology in all areas of education and the recent surge in the use of AI tools have been the primary motivations for this study. The research aims to thoroughly examine the similarities and differences between the evaluations conducted by AI and those by English language teachers, providing insights into the possible reasons behind these outcomes. Additionally, this research also examined the differences between the AI enhanced chatbots that are ChatGPT, BingAI, and Gemini, in terms of grading and giving feedback. The study uses a mixed-method research design considering grading as quantitative and feedback as qualitative aspect of the data. During the data collection process, ten first-year teacher candidates from Bolu Abant Izzet Baysal University were asked to write three different types of essays which are narrative essays, expository essays, and argumentative essays. These essays were then evaluated by five English language teachers and three AI tools that are ChatGPT, BingAI, and Gemini. This process of evaluation will be conducted using TOEFL IBT Writing evaluation rubric considering four main criteria which are Task Response, Organization, Coherence, and Language Use. In addition to the four criteria, to get more elaborate and comprehensive grading and feedback "Overall" part will be added as another criterion. A comparative analysis of the results was conducted, and the underlying causes are identified. The results indicate that in terms of grading and giving quality feedback, chatbots performed on-par with teachers despite some noticeable differences. The findings of this research offer valuable insights into the advantages and limitations of AI technologies. Furthermore, it will provide a meaningful perspective on how these technologies can be effectively integrated into educational programs.
Hazırlık okulu öğrencı̇lerı̇nı̇n bı̇r yıllık yoğun İngı̇lı̇zce eğı̇tı̇mı̇ sonrası dı̇lsel zekâları
This study examines the English language development of preparatory school students, excluding English Language Teaching and Translation and Interpreting departments, after one year of intensive English language training. For this purpose, the Teele Inventory of Multiple Intelligences (TIMI), developed within the framework of the Theory of Multiple Intelligences (TMI) to measure types of intelligence, including linguistic intelligence, was used. Data were collected, and descriptive statistical analyses were carried out to determine, after a one-year intensive English education, how many students ranked linguistic intelligence as their most dominant intelligence, how many ranked that intelligence among their top three dominant intelligences, and whether gender, age, type of high school graduated from, length of previous English language learning period, and the departments to attend after preparatory school were effective as factors on linguistic intelligence. A total of 248 Turkish and international students enrolled in a state university preparatory program participated in the study. The results revealed that language intelligence was not the most common dominant type among the students and was the most dominant intelligence in a small percentage of students, 4.4%. In terms of the top three dominant intelligences, in addition to the 4.4% group who ranked language intelligence as their first dominant intelligence, 9.3% of the students ranked it as their second and 14.1% as their third dominant intelligence. In terms of linguistic intelligence development, female students (N=181) were better than male students (N=67), and younger students (18-20 years old) were ahead of older students (21-24 years old). When the data were analyzed in terms of the type of high school the students graduated from, it was seen that students who graduated from Turkish high schools that give priority of importance to foreign language teaching, such as Anatolian High Schools, and students who graduated from foreign high schools performed better than other students in terms of linguistic intelligence, and in terms of the length of the previous English learning period, students who attended schools with preparatory classes such as Anatolian High Schools were found to be more advanced. In terms of the department to be pursued after preparatory school, it was found that students who will continue their studies in departments that require human interaction and masterful command of English, such as Psychology and International Relations, had higher linguistic intelligence. The results show that books and materials printed by local or foreign publishing houses with the aim and desire to sell as many copies as possible are far from achieving the desired results even for students who do not take any other subject other than English for a year, even if they claim to be the most up-to-date, because they do not recognize the differences in individual intelligence, which is the key to unlocking students' brains and getting them ready and willing to learn a new language. The one-size-fits-all approach to textbook preparation and material development does not appeal to the types of intelligence students have. To increase success, educators should create materials and learning environments that appeal to students' intelligences, which, in turn, will contribute to the development of the linguistic intelligence of preparatory school students in intensive English programs as an effective incentive to motivate them to learn a foreign language.
Ortaokul öğrencilerinin ingilizce dersine katılımı
The present study aims to explore a group of secondary school students' engagement level in English language classes in relation to different variables in a state secondary school in the Central Anatolia region by means of a mixed method research model. The engagement levels of students were investigated according to the three aspects of engagement: cognitive engagement, social engagement and affective engagement. The study also sought an answer to the question as to whether there are significant differences in the secondary school EFL students' engagement levels depending on gender, grade level and English language course achievement score. Another objective of the study is to reveal English language teachers' opinions about their students' engagement. The quantitative data were collected from 649 secondary school students by using the Language Learner Engagement Scale developed by Oruç and Demirci (2020), and the qualitative data were collected from five volunteer English teachers via semi-structured interview questions designed by the researcher in line with the scale. SPSS was used to analyse students' responses to the scale, and content analysis was utilised to examine teacher responses to the interview questions. The quantitative results demonstrated that the secondary school students' engagement level ranged from moderate to high level. The level of the affective engagement was found to be higher than the other dimension levels. Additionally, 5th graders and female students were found to be the most engaged groups. It was also uncovered that engagement level predicted the English language course achievement score. On the other hand, teacher interviews revealed some problems that may hinder student engagement. Some suggestions were made by the teachers to raise students' engagement in English language classes. These suggestions were discussed with the support of the literature.
İzmir'deki Suriyeli ailelerin dil politikalarının araştırılması
Language plays a vital role in shaping identity, preserving heritage, and fostering a sense of community especially within multilingual families affected by forced migration. Despite extensive research on the integration and social challenges of Syrian refugees in Türkiye, little attention has been given to their linguistic experiences within the family. This study addresses this gap by exploring the language practices of Syrian refugee families residing in a rural area of Izmir, Türkiye. Drawing on Spolsky's (2009) Tripartite Model of Family Language Policy, which encompasses language ideologies, practices, and management, this thesis examines how these families negotiate linguistic choices amid pressures to assimilate into Turkish society. The findings aim to shed light on the complexities of heritage language maintenance and the role of family language policies in supporting cultural continuity among forcibly displaced communities.
Çocuklara kelime öğretiminde leksikal yaklaşım
Vocabulary knowledge plays a crucial role in foreign language learning process. Using lexical phrases proposed by the Lexical Approach, which accepts the language learning as phrase acquisition is a recent way in English language teaching. The purpose of this study was to investigate the effects of using lexical phrases on the receptive and productive vocabulary knowledge of young language learners. The study was conducted at Haki Yener Primary School. The data were drawn from two groups from the fifth grade students. All students were young English language learners at the beginning level of proficiency. One group was labeled as the experimental group and the other group was the control group. Both groups included 31 students. 14 target words were chosen according to the curriculum for the fifth grade. Before the treatment checklist was applied to both groups in order to be certain of their vocabulary level and in order to choose the target words. Two small reading passages were used and the only difference between the experimental group and the control group was that the target words were presented and practiced as lexical phrases in the experimental group. Target words were taught and practiced individually in the control group. After the treatment, two post tests were applied to the students. The production test was conducted at first, and one week later, the recognition test was given to the students. In order to examine the differences between the groups, T-test was used. The findings of the study indicated that there was a significant difference between the experimental group and the control group. It was seen that a significant treatment effect was found in the treatment-group students for receptive and productive vocabulary learning. It was determined that young language learners in the treatment group improved their vocabulary in English language learning /teaching situation as a result of using lexical phrases.
İngilizce altyazı kullanımının İngilizceyi yabancı dil olarak öğrenenlerin dinleme anlama becerisine etkileri: Orta düzey İngilizce hazırlık sınıfı öğrencileriyle bir çalışma
This study was designed to investigate the effects of using captions with an English language film on the listening comprehension of intermediate level university students learning English as a Foreign Language. Two classes previously constructed by the administration of Foreign Languages School participated as experimental and control groups in this study. These intact groups included a total of 66 preparatory school students of English Language Teaching department in Akdeniz University. In order to confirm that all the subjects had the same level of listening proficiency at the onset of the study, a standardised listening proficiency test ? a sample First Certificate in English test prepared by Cambridge University Press ? was administered to the subjects, and according to the results of independent samples t-test on subjects? scores on this test, it was found that all the subjects in both experimental group and control group had the same level of listening proficiency. First 24-min segment of the film `Matchstick Men? was captured and employed as the research material. Experimental group subjects (n=32) watched the film segment with captions, whereas the subjects in control group (n=34) watched the same segment without captions. The English language dependent measure consisted of a 16-item content-specific multiple-choice listening comprehension test devised by the researcher. The results of independent samples t-test procedures revealed that the students in the experimental group outperformed their peers in the control group. As a result, it was concluded that captions yielded highly positive effects on intermediate level EFL students? listening comprehension of a film segment. Moreover, subjects? perceptions of captioned film as an instructional material were examined by utilizing a questionnaire. According to the results of qualitative data, it was assumed that this multi-sensory (to view the video action, hear the spoken word, and see the printed text) presentation was perceived as a helpful and entertaining instructional material by the subjects. Furthermore, so as to find out if there were any factors which might have an effect on subjects? listening comprehension scores, two representative groups from the experimental group and control group ? four of the subjects having the highest scores and four having the lowest scores in each group (totally 16) ? were interviewed about their English language backgrounds and habits. Nevertheless, none of the factors investigated through the interview demonstrated a relation with subjects? listening comprehension scores. On the whole, these outcomes indicated that captioned films might offer an invaluable experience to intermediate level EFL students in terms of listening comprehension.Key words: authentic materials, films, captioning, listening comprehension, EFL, intermediate learners
Türk ve Alman masallarından seçilen örnek metinlerde kadın figürleri
Bu çalışmada masalların Türk ve Alman toplumundaki kadına bakış açısını ne oranda yansıttığı sorusuna cevap bulunmaya çalışılmıştır. Bu doğrultuda Türk ve Alman masallarından seçilen örnek metinlerde kadın figürleri sosyal ve ahlaki davranışları açısından incelenmiştir. Masallarda kadının sosyal davranışı aktif, pasif ve karışık bir tutum izlemesi açısından, ahlaki özellikleri de iyi ve kötü olarak ele alınmıştır.Türk masalları içinden Türk toplumunda kadının konumunu farklı yönleriyle ele alan ?Gülen Ayva Ağlayan Nar?, ?Konuşan Kaval? ve ?Kara Kedi? masalları seçilmiştir. Alman masalları arasından da en çok bilinen ve kadın figürünü değişik yönleriyle ön plana çıkaran ?Uyuyan Güzel?, ?Pamuk Prenses? ve ?Hänsel ve Gretel? masalları tercih edilmiştir.Sonuç olarak bu masalların analiz edilmesiyle her iki toplumdaki kadına bakış açısının masallara yansıdığı ve kadın figürlerinin birbirleriyle ortak noktaları ve birbirinden farklılıkları olduğu saptanmıştır.
Yüksek öğretim seviyesi İngilizce bölümlerin dil ihtiyaçları: paydaşların bakış açısından bir vaka çalışması
This study investigated the academic English language needs of students in English-medium departments through the perspectives of content area specialists and departmental chairs at Bülent Ecevit University (ZBEU). The primary aim of the study is t o determine which language skill - among reading, writing, listening, and speaking - should be given priority for students' academic studies and to determine the importance of specific language tasks and sub-skills related to four basic skills. The secondary aim of the study is to explore the attitudes of content area specialists towards English- medium instruction in content classes. At Zonguldak Bulent Ecevit University, there are six departments teaching content area courses in partial (30%) English. Students in these departments have to enroll in the compulsory preparatory programme of the university in their first year, and they have to complete the programme successfully. This study is aimed at finding out what the content area specialists and departmental chairs of different disciplines actually require in terms of academic English so that sound curricular recommendations could be made for English language courses in the School of Foreign Languages at ZBEU. Accordingly, the needs analysis in this study sought for answers to the following research questions: 1.Which English language skill(s) has the most importance for content area courses in English Medium Departments at ZBEU? 2.What are the academic English language requirements of content area specialists among the specified language tasks and strategies related to each language skill? 3.What are the attitudes of content area specialists toward English medium instruction in content classes? a)In terms of language preferences in their classes and the reasons for their language-teaching/learning preferences? Data were collected through questionnaires and interviews which were conducted in six departments. The questionnaire including seven sections was completed by 20 content area specialists in six departments and the interview including one question was conducted with the departmental chairs. In the questionnaire, the content area specialists were asked to determine which skill, among reading, writing, listening, and speaking has the highest priority. It was also investigated the frequency of the specified language tasks and the importance degree of sub-skills or strategies related to the skills of reading, writing, listening, and speaking through the sections prepared in Likert scale. Through the interview, departmental chairs stated their attitudes towards English-medium education. The results show that the vast majority of content area specialists in different departments report that reading is the most important skill for the English-medium departments. Apart from the most important skill, the ranking of other sub-skills varies from one department to another. The largest group of faculty members teaches both in English and in Turkish. Participants who prefer Turkish to teach content state two reasons for this. Firstly, they think the students do not have adequate English to understand the content that they are teaching and they also believe that language of instruction should be in native language. The other participants who prefer English to teach content believe that students should read the materials written in English to be able to follow the latest developments in their field, and students are required to know English for graduate studies, and for their professional career. Based on these results, adjusting the current foreign language curriculum by taking into consideration of the expectations and demands of content area specialists is recommended.
Migrationsbedingte muttersprachliche Defizite Türkischer kinder in Deutschland: Eine empirische Untersuchung in Tübingen
Globalleşme ve göç gibi günümüz gerçekleri çok dilliliği beraberinde getirmiştir. Böylece birinci dil, ikinci dil, anadil, köken dili gibi kavramlar gündeme gelmiş ve bu kavramlar tanımlanmaya ve birbirlerinden ayırt edilmeye çalışılmıştır.Bu çalışmada özellikle anadil kavramı üzerinde durulmuş, anadilin bireyin duygusal ve bilişsel gelişimi, toplumdaki yeri, okuldaki başarısı ve daha birçok açıdan önemine değinilmiş ve diğer dilleri tam anlamıyla öğrenebilmede anadil önkoşul olarak ele alınmıştır.Son yıllarda yapılmış olan birçok araştırmada, Almanya`da yaşayan Türk çocuklarının anadillerinde yetersiz oldukları ortaya konulmuştur. Birtakım testler ve serbest yazım tekniği uygulanarak yapılan ampirik bir çalışmada, söz konusu anadilsel kayıpların test edilen öğrenci grubunda bulunup bulunmadıkları tespit edilmeye çalışılmıştır. Ayrıca ?karşılıklı bağlılık? (Interdependence) hipotezine dayanılarak, öğrencilerin Türkçedeki dilsel yeterlilikleriyle Almancadaki dilsel becerileri arasında herhangi bir ilişki olup olmadığı ortaya konulmak istenmiştir.Göçte anadil şüphesiz bulunulan ülkenin dili ve kültüründen etkilenerek birtakım değişikliklere uğramaktadır. Almanya`da konuşulan Türkçe örneğin, Türkiye Türkçesinden farklılıklar arz etmektedir. Anaokulunda ya da okulda anadili eğitimi alamayan Türk göçmen çocuklarının Türkçesi ailesinden öğrendiği şekliyle kalmaktadır.Birçok akademik çalışma, göçmen çocukların, özellikle de Türk göçmen çocuklarının okuldaki başarısızlıklarından söz etmektedir. Bu çalışmada Türk çocuklarının Almanya eğitim sistemindeki başarısızlıklarının sebepleri de sorgulanmış, bu başarısızlık, anadillerindeki eksiklik ve yeterli (ya da hiç) anadili eğitimi alamamaları ile ilişkilendirilmiş ve Almanya`nın eğitim sistemindeki çok dilliliğe bakış açısı, önlemleri ve varması gereken nokta tartışılmıştır.Anahtar Kelimeler: Anadil, Anadilsel Kayıp, Göç
İngilizce hazırlık öğretim görevlilerinin öz yeterlilik inançları ve tükenmişlik seviyeleri arasındaki ilişkinin belirlenmesi
This present study aims to investigate the burnout levels and self-efficacy beliefs of English instructors who are currently teaching at Karabuk University School of Foreign Languages, and the relationship between instructors' self-efficacy beliefs and burnout levels and examine to what extent self-efficacy beliefs differ in instructors experiencing burnout. In the present study, a mixed methods research design was adopted. While the quantitative data was gathered through the application of the Maslach Burnout Inventory (MBI; Maslach and Jackson 1981, 1986) and a TEBS-Self (Teachers' Efficacy Beliefs System- Self) (Dellinger, Bobbett, Oliver, and Ellett, 2008) with the participation of 59 instructors, a focus group interview with 5 participants was carried out for the qualitative part of the research. The quantitative data was examined through statistical analyses via SPSS 22. The results of the study indicated that the instructors have moderate levels of burnout in terms of Emotional Exhaustion and Personal Accomplishment and high levels of burnout in terms of Depersonalization dimension of burnout. Besides, age and gender didn't play an important role in predicting burnout, whereas workload is a significant predictor of Emotional Exhaustion dimension of burnout. Moreover, the results showed that instructors have almost high levels of self-efficacy. The results of the correlation analysis showed there is a moderate and negative correlation between instructors' self-efficacy beliefs and their burnout levels, which highlights that enhancing teachers' self-efficacy tends to have a positive influence on diminishing teachers' burnout.
Yabancı dil olarak İngilizce öğretmen adaylarının ARCS motivasyon modeline göre derse ilgileri üzerine bir durum çalışması
Motivation is a phenomenon studied in many different disciplines, from marketing to education; and it has always been considered among the most important factors affecting achievement and success of the individuals. In education, it is believed that motivation helps to attract the learners' attention for the course, enables learners to learn more easily, and sustains the learning process in the long run. From this perspective, this issue has attracted the attention of the educational researchers for a very long period. The relationship between motivation and other concepts, like self-efficacy beliefs, burnout levels, academic achievements, have also been studied; and in this kind of studies, it was aimed at finding the ways of increasing motivation of the learners, which leads to academic achievement in the end. The present study is designed as a mixed method case study to examine the course interest levels of English as a Foreign Language (EFL) pre-service teachers (PTs) towards the three course categories – field knowledge courses, professional knowledge courses and the general knowledge courses – offered at the Department of Foreign Language Education in the context of the present study according to the ARCS Motivational Model. The participant group of this study was composed of senior PTs (N=63) enrolled at the Department of Foreign Language Education, Bolu Abant İzzet Baysal University in the Fall Semester of the 2017-2018 Educational Year. In order to gather data from the participants, Course Interest Survey, developed by Keller (2010), was used to examine the course interest levels of PTs in three course categories. In the first category, they were asked to respond to the intended survey for field knowledge courses, then in the second category, they were asked to reflect on professional knowledge courses, and finally they responded for general knowledge courses. After the collection of the quantitative data, a group of PTs were interviewed using semi-structured interview questions in order to better understand the responses obtained through the survey. The results of the analyses indicated that the course interest levels of PTs were at or above the average score for each course category, which was quite positive. However, there were differences in the mean scores of PTs for the course categories. They were more interested in the field knowledge courses when compared to the professional knowledge courses and the general knowledge courses; and they were more interested in the professional knowledge courses than the general knowledge courses. These differences were also analyzed, and it was observed that the differences were significant (p<0.05). The analyses were conducted for the subcategories of ARCS Motivational Model – attention, relevance, confidence, and satisfaction – as well. It was found that the mean scores for the field knowledge courses, professional knowledge courses and the general knowledge courses were statistically significant (p<0,05) for all subscales, except for the confidence. As for the confidence, the difference between the mean scores of field knowledge courses and professional knowledge courses were not found to be significant. The findings of this study might be helpful for the policymakers at tertiary level of education, the teacher educators at teacher education programs and the PTs studying at the Foreign Language Education Departments. As the follow-up of this research, some implementations could be put into practice in order to motivate the PTs for all categories of courses to motivate PTs in teacher education programs.
Hizmet öncesi İngilizce öğretmen eğitimi bağlamında bir Derlem Tabanlı Dil Öğretimi (DTDÖ) eğitim programının tasarlanması ve uygulanması
The present study implemented a 20-hour, 9-week systematic Corpus-based Language Teaching (CBLT) Training involving pre-service English teacher candidates with the use of corpora and investigated their perceptions before and after the training regarding the use of corpora in EFL classrooms and the CBLT training. Initially, quantitative and qualitative data were obtained from 102 participants through the Corpus Background Survey on familiarity and awareness of available corpora. Following the training, qualitative data were collected from the 20 participants of the CBLT Training via reflective logs, post-teaching reflective logs, and semi-structured interviews. Descriptive analysis was employed for the quantitative data, while the qualitative data were analyzed qualitatively by using the Constant Comparative Method (CCM). The findings revealed that the participants had very low prior familiarity and knowledge regarding corpora. The results highlighted the benefits (e.g., enhancing vocabulary and grammar instruction and error correction) and drawbacks (e.g., difficulties in finding appropriate language items, technical problems with different concordancers) of corpora use for language teaching. The participants also pointed out some benefits (e.g., raising their language awareness, creating a reflective and collaborative learning environment) and weaknesses (e.g., too much workload on production, need for more corpora practice) of the CBLT training. Finally, the results were discussed in the context of relevant literature, presenting pedagogical implications and suggestions for future research.
Orta düzey yabancı dil olarak İngilizce öğrenen Türk öğrencilerin yazdıkları metinlerinde sözcük gelişimi: Bir açıklayıcı araştırma
The aim of this study is to analyze vocabulary development of Turkish EFL learners via the features of lexical density, lexical diversity, and lexical profile, their impact on the overall writing scores, the accuracy of certain academic words, and learners' and teachers' ideas on vocabulary development. An explanatory sequential mixed method research design was adopted, in which first quantitative data were collected through learners' essays and analyzed using Textalyser, Coh-Metrix, and Range, and qualitative data collection followed up via semi-structured interviews. The participants were eighty-seven first-year ELT students, and eight of these participants were selected thorough extreme sampling for qualitative data collection. The findings reveal that lexical density, lexical diversity, and lexical profile exhibit fluctuating patterns, and only lexical diversity and academic vocabulary have a statistically significant relationship with overall writing scores, as lexical diversity and Academic Word List (AWL) vocabulary predict 14.3% and 11% of the variance in writing scores respectively. The study also reveal that academic words selected showcase problematic recurring uses. Additionally, the interview results provide insights into vocabulary development and possible reasons of observed increase and decrease, revealing the impact of especially learning environment, resource integration, in-class experience and outside activities on fluctuating pattern on vocabulary development. Overall, the study highlights the significance of vocabulary development and use in the context of language education, discusses the potential factors contributing the fluctuations by offering valuable insights for educators and learners alike.
İngilizcenin dijital ortamda informal öğrenimi: Yabancı dil olarak İngilizce öğrenen Türk öğrenciler üzerine bir çalışma
This study aims to investigate the Informal Digital Learning of English (IDLE) practices of Turkish EFL learners and design a guideline to enhance language learning through IDLE. The study mainly focuses on examining IDLE practices of Turkish EFL learners, designing guidance for IDLE, and analysing IDLE practices and perceptions of Turkish EFL learners after implementing the guidance program. EFL students studying at English preparatory programs of two universities in Turkey participated in this study. The study used an embedded mixed-method design consisting of quantitative and qualitative data collection tools. Firstly, the IDLE Questionnaire was administered to 209 participants to find out Turkish EFL learners' practices related to IDLE. Based on these results and the relevant literature, the IDLE Model was developed, and the IDLE Guidance Program (IDLE GP) was designed. A sub-sample of participants was given IDLE GP throughout 12 weeks, and reflective journals were collected during this process. Additionally, the Guidance Evaluation Questionnaire was administered, and semi-structured interviews were held at the end of IDLE GP. The findings of the study showed that Turkish EFL learners mostly use social networking platforms and teacher's guidance has great importance on the participants' decisions related to IDLE practices which highlights the crucial role of IDLE GP. A close examination of data demonstrated learners gained IDLE awareness after IDLE GP and participants expressed the program influenced their IDLE practices positively in various ways. Furthermore, learners suggested IDLE GP's integration into formal educational settings. In the light of these findings, certain implications were explained and suggestions for further studies were shared.
Hizmet öncesi İngilizce öğretmenlerinin erken öğretmen kimliği oluşturmaları: Öğretmenlik uygulaması sürecinde yansıtıcı anlatımlar
This qualitative study is designed to dwell on the emerging teacher identity constructions of Turkish pre-service EFL (i.e., English as a foreign language) teachers during the practicum period. The aim of this research is to examine how they shape their identity, how this emerging identity develops over this process, and the elements that contribute to/impede this construction. To unpack the dynamics of these identities; pre-service teachers' narrations gathered through interviews were used as main sources, while observation of their experiences, reflection reports, focus group discussion, and examination of practicum-related documents were used as complementary sources of data. The analyses have demonstrated the navigation of dynamic identities has been influenced by many elements such as preset images of teachers, past experiences as learners, and motives for teaching, while the critical reflection in the process has reformed their initial and ongoing self-perceptions. The findings provide a detailed framework upon how Turkish pre-service EFL teachers construct, develop, and negotiate their identities during the practicum period, which might help empower pre-service EFL teachers to gain more reflective insight upon themselves as teachers. In turn, the favoring and disfavoring conditions upon constructing a healthy early teacher identity might indicate the necessity of making informed adjustments in the practicum and in the teacher education programs overall.
L'enseignement de l'expression linguistique de la subjectivité dans la classe de FLE
Bu çalışmada, Fransızcanın yabancı dil olarak öğretilmesi / öğrenilmesi sürecinde, öznelliğin dilsel ifadesine ilişkin farkındalığın artırılması amacıyla teşvik edici bir eğitim deneyimi dikkate alınmıştır. Bu araştırma, Ankara Gazi Üniversitesi Eğitim Fakültesi Fransızca Öğretmenliği Bölümü 1. sınıf gönüllü öğrencileriyle, 2022-2023 eğitim-öğretim yılı birinci dönemindeki "Fransızca Okuma Becerileri I" derslerinde gerçekleştirilmiştir. Araştırma tasarımında karma yöntem benimsenmiştir. Bu bağlamda, araştırmanın ilk bölümünde, yarı yapılandırılmış sorulardan oluşan bir anket aracılığıyla, öğrencilerin bu öğrenme sürecine ilişkin paylaştıkları görüşlerden elde edilen veriler temel alınmıştır. Araştırmanın bu bölümünden elde edilen nitel veriler tematik içerik analizi yoluyla incelenmiştir. İkinci bölüm ise, öznel ifadelerin saptanmasına ilişkin okuduğunu anlama ve öznel ifadelerin kullanımına ilişkin yazılı üretim bölümlerinden oluşan, gözlem ve değerlendirme formu içeren ön test ve son testten elde edilen veriler üzerine oluşturulmuştur. İkinci bölümden elde edilen nicel veriler SPSS 18 prosedürü kullanılarak analiz edilmiştir. Araştırma sonuçlarına göre, ön test ve son test arasındaki farklar ders sürecindeki öğrenmenin önemli ölçüde arttığını göstermiştir. Öğrenciler bu deneyimin, dilin yapısal ve işlevsel özelliklerini daha iyi anlamalarına, dilin incelikli yapılarını ve kullanımlarını daha bilinçli bir şekilde gözlemleyerek dilin sosyokültürel ve bireysel bağlamlarda nasıl işlediğini daha iyi anlamalarına yardımcı olduğunu bildirmişlerdir. Bu nedenle, sözceleme kuramının bir bileşeni olarak öznellik kavramının, Fransızcanın yabancı dil olarak öğretilmesi / öğrenilmesi sürecine dahil edilmesi önerilmektedir.
Yükseköğretim seviyesindeki İngilizce öğretmenlerinin ve öğrencilerinin ideal bir İngilizce ders kitabı hakkındaki görüşleri
Textbooks are at the heart of the language learning and teaching process. Considering the textbooks' importance for learners and teachers who are active users of them, this study aims to explore tertiary-level EFL learners' and teachers' opinions about the qualities of an ideal EFL textbook. To this end, combining qualitative and quantitative methods, a mixed-methods research design was adopted to gain in-depth insights regarding both stakeholders' ideas. A 37-item student and teacher questionnaire was answered by 384 tertiary-level EFL students studying in the preparatory program of a state university in Turkey and 115 EFL teachers teaching general English in the same preparatory program. Following this, semi-structured interviews were conducted with a total of 15 volunteer students from each proficiency level and with 10 volunteer teachers. The study tried to address two research questions. For the first research question, the results were obtained with the descriptive statistics of the quantitative data and the content analysis of the qualitative data. Applying inferential statistics, the differences and similarities between stakeholders' ideas regarding the qualities of an ideal textbook were investigated. The results showed that diversity in activities, interesting topics, extra activities, authentic materials, a colorful layout, a vocabulary list, and more effective online materials were among the prominent qualities that an ideal textbook should have. Some different ideas were observed regarding the necessity of a workbook, a dictionary, and presenting some exam tips. Based on these findings, the current study puts forward some implications for teachers, language institutions, textbook writers, and publishers Keywords: EFL textbooks, Textbook selection and evaluation, EFL learners and teachers, EFL materials
Hazırlık okulu İngilizce öğretmenlerinin yazma değerlendirme okuryazarlığı
Assessing writing has always been a major component of assessment in teachers' professional lives and takes up a major time on their workload. However, the number of studies which attempt to uncover the writing assessment literacy of Turkish EFL teachers is scarce. For this reason, the current study aimed to investigate the writing assessment beliefs, strategies, practices, and knowledge of Turkish EFL teachers at tertiary level as well as their writing challenges and future training needs. For this purpose, 94 participants completed the Writing Assessment Literacy Questionnaire, adapted from Crusan et al. (2016), answering forty-three multiple-choice questions and 5-item Likert-scale items. Also, fourteen teachers agreed to participate in the semi-structured interviews. Employing a convergent parallel design method (Creswell, 2015), the study revealed mixed results in terms of Turkish EFL teachers WAL beliefs, practices, strategies, and knowledge. On the other side, the qualitative analysis indicated that Turkish EFL teachers have differing beliefs in terms of writing assessment and that they employ a variety of writing practices and strategies. The study has also revealed what kind of future assessment training needs Turkish EFL teachers have. Finally, the study has laid out the pedagogical implications, the limitations, and suggestions for future studies.
Bilinçli farkındalık uygulamalarının ve bilinçli farkındalıktemelli konuşma alıştırmalarının İngilizce hazırlık sınıfı öğrencilerinin yabancı dil konuşma kaygılarına ve yabancı dil konuşma öz-yeterlik algılarına etkisi
The purpose of this study is to investigate the effects of mindfulness practices and mindfulness-based English speaking exercises on foreign language speaking anxiety and foreign language speaking self-efficacy beliefs of preparatory year students at a public university in Turkey. In the study, a mixed method with exploratory sequential design was used. Based on convenience sampling method, 28 students constituted the participants of the study. Quantitative data were collected using the Mindful Attention Awareness Scale (MAAS), the Second Language Speaking Anxiety Scale, and the Speaking Skills Self-Efficacy Beliefs Scale. Quantitative data were obtained from semi-structured interviews and focus group interviews and were supported by notes in the researcher's reflective journal. The findings of the study showed that there was a significant decrease in the participants' foreign language speaking anxiety levels and a significant increase in their foreign language speaking self-efficacy beliefs. In addition, mindfulness practices and mindfulness-based speaking tasks were found to increase students' class participation, motivation, focusing skills and satisfaction levels. In addition to all these, it was observed that the practices also led to improvements in the motivation and professional satisfaction of the researcher.
Übersetzungsstrategien und ihre rolle im daf-unterricht: Eine empirische untersuchung am beispiel der anadolu universität an der fakultät für tourismus
Bu çalışma, Anadolu Üniversitesi Turizm Fakültesi, Turizm Rehberliği bölümü öğrencilerinin yabancı dil öğretimini yazılı çeviri faaliyetleri ile geliştirmeyi ve bu sürecin nasıl işlediğini derinlemesine araştırmayı amaçlamaktadır. Çeviride strateji uygulamaları, 2023-2024 akademik yılı bahar döneminde, toplam 10 hafta süresince Anadolu Üniversitesi Turizm Fakültesinde gerçekleştirilmiştir. Bu araştırmanın örneklemi Turizm Rehberliği son sınıf öğrencilerinden gönüllülük esasına dayalı on öğrenciden oluşmaktadır. Çalışma, derinlemesine gözlemlere ve yazılı çeviri etkinliği sürecine dayalı olduğundan on öğrenci ile gerçekleştirilmiştir. Katılımcılar, rehberlik alanında yetişmiş olan Turizm Rehberliği bölümündeki son sınıf öğrencilerinden oluşmaktadır. Araştırma kapsamında yedi farklı çeviri stratejisi uygulanmıştır. Verilerin toplanmasından önce her bir çeviri stratejisi uygulama süresi dışında öğrencilere açıklanmış ve daha sonra bu stratejiler kullanılarak stratejiye uygun bir metin çevirisi yapılmıştır. Veriler, video kayıtları, açık uçlu sorular, öğrenci günlükleri ve araştırmacı günlük notları aracılığıyla toplanmıştır. Bu yöntemlerle uygulama öncesi, sırası ve sonrasında öğrencilerin görüşleri, deneyimleri ve gözlemleri detaylı bir şekilde kaydedilmiştir. Araştırmada, tematik analiz yöntemi kullanılmış, verilerin kodlanmasında MAXQDA yazılım programından yararlanılmıştır. Araştırmanın sonucunda ortaya çıkan bulgulara göre, söz konusu yedi çeviri stratejisine ait yazılı çeviri metni verileri toplandıktan sonra, öğrencilerin farklı çeviri stratejilerinde çeşitli zorluklar ve kolaylıklar yaşadığı gözlemlenmiştir. Araştırma bulguları, öğrencilerin Aktarma, Düzenleme ve Eşdeğerlik stratejilerinde kültürel ve dilsel farklılıklar nedeniyle zorlandığını ortaya koymuştur. Buna karşılık, Ödünçleme, Ödünçleme yoluyla alıntı, Birebir ve Uyarlama stratejileri öğrenciler tarafından daha kolay bir şekilde uygulanabilmiştir. Bu farklılıkların, öğrencilerin dil becerilerindeki çeşitlilikten kaynaklandığı, kategori ve alt kategori başlıkları altında öğrenci ifadeleri ile desteklenerek tespit edilmiştir. Bu çalışma, Turizm Fakültelerinde Yabancı Dil Olarak Almanca öğretiminde çeviri stratejilerinin rolü üzerine literatüre katkı sağlamayı amaçlamaktadır.
İngilizce öğretmenlerinin iyi olma halleri, tükenmişlik düzeyleri ve başa çıkma stratejileri: Bir devlet üniversitesinde yapılan açıklayıcı çalışma
Considering the critical importance of teacher well-being in education, this study, which was conducted using an Exploratory Research Design, focused on English language teachers' burnout, their coping strategies, and the solution to this situation. The study was conducted with the participation of 50 English language instructors currently working at the School of Foreign Languages of a state university in Türkiye. The quantitative aspect of the study aims to find out the burnout levels and coping strategies used by EFL instructors working at this state university by using Maslach's Burnout Inventory for educators and Multiple Response Questionnaire for Coping Strategies (Erdağ, 2019). In addition, the qualitative aspect of the study aims to investigate the reasons behind the burnout of the participant instructors, their coping strategies, and the solutions they find for the reasons behind their burnout. The quantitative data of the study were collected through semi-structured interview sessions with English language lecturers. The semi-structured interview sessions consisted of 2 separate sessions and 18 interviews in total with 9 lecturers, focusing on the reasons behind teacher burnout and solution suggestions. Quantitative analysis revealed that the majority of the lecturers in the current sample experienced average levels of burnout. Qualitative analysis revealed that the reasons behind this experience of the lecturers were factors such as heavy workload, long working hours, inadequate administrative support, and instructors suggested solutions to improve this situation, such as reorganization of working hours, effective communication, lesson planning to attract students' interest, and socialization.
La condition féminine dans les années 60 en France et en Turquie : une lecture comparative de L'événement D'Annie Ernaux et Une Drôle de Femme de Leyla Erbi̇l
Bu tez, Annie Ernaux'nun Olay (L'événement) ve Leyla Erbil'in Tuhaf Bir Kadın (Une Drôle De Femme) eserlerini karşılaştırmalı olarak analiz ederek 60'larda Fransa ve Türkiye'deki kadın durumunu incelemektedir. Fransa'da 60'lı yıllar, özellikle doğum kontrolünün yasallaşması ve kürtaj tartışmaları yoluyla kadınların özgürleşmesini teşvik eden sosyal ve siyasi hareketlerin damgasını vurduğu yıllardır. Olay adlı eserinde Ernaux, yasa dışı kürtaj deneyimini anlatarak hızla değişen bir toplumda kadınların karşılaştığı zorlukları ve damgalamaları yansıtır. Aynı zamanda, 60'ların Türkiye'si modernleşme ve gelenek arasında bir yol ayrımındadır. Tuhaf Bir Kadın eserinde Erbil, kadınların üzerindeki ataerkil baskıları ve toplumsal kısıtlamaları irdelerken, özerklik ve tanınma için verdikleri mücadeleyi de gözler önüne sermektedir. İki ülkenin kültürel bağlamları farklı olsa da, eserler kimlik arayışı, cinsellik ve özerklik mücadelesi gibi ortak temaları ortaya koymaktadır. Bu konular, Fransa ve Türkiye'deki kadın deneyimlerinin benzerlik ve farklılıklarına dair zenginleştirici bir bakış açısı sunarken, kadın durumunun analizinde tarihsel ve sosyo-kültürel bağlamsallaştırmanın öneminin altını çizmektedir. Anahtar Sözcükler: Kadın durumu, 60'lar, Karşılaştırmalı Analiz, Annie Ernaux, Leyla Erbil
Uluslararası İngilizce ders kitaplarında İngilizce'nin ortak dil (ODİ) olarak yansıtılması ve Türkiye'de bir öğretim ortamında İngilizce öğretmenlerinin (ODİ) odaklı pedagoji farkındalığı üzerine görüşleri
Increasing recognition and conceptualisation of English as a Lingua Franca (ELF) worldwide should be reflected in language teaching at multiple levels. To that end, this present study was conducted in a Turkish higher education context to look into the ELF paradigm from three different angles, including its representation in international English coursebooks, Turkish EFL instructors' awareness of ELF, and their views on implementing ELF-oriented activities in their teaching context. To that end, coursebooks used in the research context were analysed, a questionnaire was administered to 42 Turkish EFL instructors working in the research context to investigate awareness of ELF. The quantitative data obtained from the coursebooks revealed that they failed to incorporate an ELF-oriented perspective into language teaching. Quantitative data gathered from the questionnaire showed that Turkish EFL instructors had unclear attitudes towards ELF. In line with the findings of the first two research questions, a five- week ELF-oriented teacher training was designed and conducted with seven participants. Qualitative data collected during and after the training via reflective journals and semi- structured interviews revealed some benefits (e.g., learners' gains such as increased awareness, motivation, self-confidence, participation, tolerance for different accents and cultures, enriched learning context, enhanced language learning) and various challenges (e.g., time constraints, programme of the school, focus of ELF on spoken interaction, learners' negative attitudes towards non-native accents). Lastly, results of the study were discussed in light of the relevant literature, putting forward pedagogical implications and suggestions for future research. Keywords: English as a lingua franca, Teacher education, Coursebooks
İngilizce kelime öğreniminde etkinlik ve motivasyon açısından üç oyunsallaştırılmış öğrenci yanıt sisteminin oyuncu tipi perspektifiyle karşılaştırılması
The significance of vocabulary learning in ELT has been proven with a considerable amount of research; nevertheless, debates about the most effective approaches to vocabulary learning persist to this day. Gamification, which opened new horizons in various fields, took its place in language teaching in the form of Gamified Student Response Systems and Applications (GSRSA). The current study aimed to discover the effects of three GSRSA (Kahoot!, Quizizz, and Socrative) on students' achievement and motivation in vocabulary learning. Besides, the effects of player types on learners' achievement and motivation were studied qualitatively. "Explanatory sequential mixed method research design" (Creswell,2012) was adopted to collect and interpret data from 224 participants. The data collection procedure was completed with 176 participants in 16 intact classes. Qualitative data was collected from ten participants through face-to-face semi structured interviews. The results revealed that intervention groups' achievement scores were higher than control group's scores. However, the motivation figures of all groups indicated a negative trend. The differences among player types in three intervention groups highlighted the fact that one-for-all approach in GSRSA is required to be replaced with a more individualistic understanding. The success of gamification in vocabulary learning even when the motivation is decreasing imply that GSRSA should become a part of curriculum, course books, teacher training programmes, and in-service training for language teachers. Keywords: Gamification, Gamified student response systems and applications (GSRSA), English Language Teaching (ELT), Vocabulary learning, Player types
Akış üzerine bir çalışma: Türk İngilizce öğretmenlerinin deneyimleri
Since the introduction of Flow Theory by Csikszentmihalyi (1975), flow experience has been studied in different areas such as sports, arts, medicine, and education. Despite many studies conducted in the Turkish context regarding flow experience in foreign language education, the studies carried out with teachers working at the schools of the Ministry of National Education (MoNE) are scarce. Therefore, the present study utilizes a flow questionnaire specific for English teachers (Belce,2019) and semi-structured interviews with the aim of investigating the overall flow experiences of 77 EFL teachers in Eskişehir, Turkey in a mixed-methods design. It also aims to find out if the participating teachers' age, gender, last graduation degree, the school type they are teaching at, teaching experience, skills taught in class, activities used, and time slots in a day affect their flow experiences. The results of quantitative data analysis show that EFL teachers taking part in the study experience flow while teaching English, and among the demographical variables only gender and last graduation degree impact this experience. Also, it is found that EFL teachers are more likely to feel immersed while teaching speaking and vocabulary, during interactive activities, and in morning classes. These findings are also supported by the participating teachers' statements during the interviews. The interview sessions also reveal some possible factors that can facilitate or hinder the flow experience. Finally, the study presents some suggestions and implications for both EFL teachers and other researchers in the field. The most important implication is that teachers' flow cannot be thought of without the influence of students.