The current practices in the field of foreign language teacher education have a heavy inclination to make use of traditional means especially throughout the assessment process of student teachers at ...foreign language departments. Observing the world in terms of teacher education makes it urgent to include more reflective and objective tools in teaching practices courses. Since the success and the level of affective factors play a huge importance in teacher education as well as cognitive factors while preparing the student teachers to their real life experiences, taking into consideration of their self-efficacy and an attempt to increase the level of self-efficacy comes on the scene of teacher education. Thus, this study aims to determine the self-efficacy levels of 4th grade prospective ELT program teachers studying at Hacettepe University, Faculty of Education. For this purpose, the European Portfolio for Student Teachers of Languages (EPOSTL) was adapted into 5 point likert-type scale and filled by 38 prospective teachers in the fall semester of 2014. The collected data was analyzed via SPSS 17.00 package program for social sciences. In the light of the findings, it is proposed that the EPOSTL should be integrated into teacher education programmes which will make this process more reflective and convenient for the prospective teachers by using it also as a scale for raising their self-efficacy level.
Through a quantitative research model, this paper deals with improvement of English language skills (listening, reading, vocabulary and grammar) after Erasmus+ programme. The assessment results of ...OLS (Online Linguistic Support) system which is organized by European Commission EC are taken as a source for data collection process. By means of this linguistic support, students are subject to two assessments which are held before-and after-mobility as a mandatory regulation of the programme. 213 Turkish Erasmus+ students who sojourned in different European countries were applied a questionnaire that inquires OLS assessment results. The collected data about the evaluations of aforementioned skills was analyzed via Wilcoxon Signed-Rank Test. Results demonstrate that reading, listening, vocabulary and grammatical competences of the participants improved thanks to studying abroad even after one semester. Moreover, the relationship between initial and final results of the assessments were also examined in order to search to what extend initial level of proficiencies effect after mobility language development. According to analysis, it is found that students who were initially at A2 and B1 on CEFR levels progressed more than other students and improved their English language in respect of reading, listening, grammar and vocabulary.
Bu makale, nicel bir araştırma modeli aracılığı ile Erasmus+ programından sonra İngilizce dil becerilerinin (dinleme, okuma, kelime bilgisi ve dilbilgisi) gelişimini ele almaktadır. Veri toplama sürecinde Avrupa Komisyonu tarafından düzenlenen OLS (Online Linguistic Support) sistemi değerlendirme sonuçları kaynak olarak alınmıştır. Bu dil desteği aracılığı ile öğrenciler, programın zorunlu bir uygulaması olarak, faaliyet öncesi ve sonrası olmak üzere iki değerlendirmeye tabi tutulmaktadırlar. Avrupa’nın farklı ülkelerinde kalan 213 öğrenciye OLS değerlendirme sonuçlarının sorgulandığı bir anket uygulanmıştır. Yukarıda sözü edilen yeterliliklerin değerlendirilmesi ile ilgili toplanan veriler Wilcoxon Signed-Rank Testi ile analiz edilmiştir. Sonuçlar, bir sömestr sonrasında bile katılımcıların yurtdışında eğitim sayesinde okuma, dinleme, kelime ve dil bilgisi becerilerinin geliştiğini göstermektedir. Ayrıca, başlangıçtaki yeterlilik düzeylerinin faaliyet sonrası dil gelişmini ne ölçüde etkilediğini araştırmak için başlangıç ve nihai değerlendirme sonuçları arasındaki ilişki de incelenmiştir. Analize göre CEFR seviyelerine göre başlangıçta A2 ve B1 seviyesinde olan öğrencilerin diğer öğrencilere göre daha fazla ilerleme kaydettikleri ve İngilizce bilgilerini okuma, dinleme, dilbilgisi ve kelime bilgisi açısından geliştirdikleri tespit edilmiştir.
The aim of the present study is to see potential correlations between and among pre-service EFL teachers' epistemological cognitions, perceived engagement levels, and instructional preferences. To ...this end, 149 pre-service teachers were surveyed. Within the context of the study, three data collection methods were used within the scope of the study. The first one is the Epistemic Beliefs Scale, developed by Chan and Elliot (2004). It is a 30 Likert-type scale. The second tool was the Instructional Preference Questionnaire. This scale was based on Chan and Eliott (2004) and it included 30 items. The third scale was Teacher Engagement Scale, which was developed by Klassen et al (2013). Correlation and regression analyses were used to analyse the data. The findings indicated that teacher engagement plays an important role in EFL teachers' instructional preferences. Particularly, as for the correlation between the sub-dimensions of epistemological beliefs and instructional preferences, it was observed that the ability to lean and source of knowledge dimensions was influential on transmission-based teaching.
Motivation, which is important in teaching, has a positive or bad impact on the teacher's performance, which is reflected in student learning as a result of the fact that teacher qualifications are ...intimately linked to the quality of teaching. The aim of this study is to examine the motivational status of foreign language instructors working at higher education institutions in Turkey based on their reasons for choosing the profession of teaching, their contentment with it, their self-efficacy beliefs, and student characteristics. A qualitative case study research method was adopted for the research and the data was collected through interviews via Google forms used in a similar study in a different discipline (Tünkler, 2021). It was aimed to shed light on the motivation status of EFL instructors on foreign language teaching. The results show that foreign language instructors are found to be satisfied with their professions and have self-efficacy skills for foreign language teaching. Additionally, their motivation level showed positive correlation with their students’ motivation level and skills.
The construct of L2 teacher immunity refers to the self-established protective shield that teachers develop against challenges posed by the instruction process. Therefore, the aim of the present ...study was to measure this construct of L2 language teacher immunity, which was put forward by Hiver and Dörnyei (2017), based on the constituents constructs such as teacher resilience, burnout, attitude, openness, classroom affectivity, and coping. The present study was designed as a quantitative study. A questionnaire, offered by Hiver (2017), was administered to 87 EFL teachers. Purposeful sampling method was used to select the participants. both experienced and inexperienced teachers were selected to enable comparison possible. Another point in the selection of the participants was to select those who hold postgraduate degrees as well. The results indicated that the EFL teachers in the present study have a moderate level of immunity. Moreover, results also indicated that although experience did not play a significant role in L2 teacher immunity, graduation was more important. Finally, the cluster analysis demonstrated that highly immunized tended to have lower levels of burnout and tend to use more coping strategies.
Several components of students' technical pedagogical content knowledge (TPACK) have been extensively researched in English as a foreign language (EFL). However, there has been a dearth of TPACK ...research on EFL students' online development programs when viewed from a sociocultural perspective. During one semester, EFL students from various higher education institutions in Turkey were surveyed to assess their ideas on sociocultural-based TPACK in the current study. The data for the study was collected using an adopted questionnaire (Bostancıoğlu & Handley, 2018). The findings revealed that their instructors' technological skills are better suited to encourage more diverse cultural involvement, interaction, and adaptability in different teaching and learning activities, as well as assisting their students in overcoming cultural challenges through the use of digital technologies. Therefore, it can be asserted that their instructors are confident enough in terms of technological content knowledge.
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IZUM, KILJ, NUK, PILJ, PNG, SAZU, UL, UM, UPUK
Metacognition is an umbrella term encompassing thinking and memory, learning, motivation, and cognitive development as indicated by Metcalfe & Shimamura (1994). As is generally believed, ...metacognition has direct linkage with higher order thinking skills, which is all about regulating and functioning on cognitive processes of learning. According to Livingstone (2003: 2), "activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress towards the completion of 'that' task is metacognitive in nature." As to the educational practices, learners thinking styles and metacognitive awareness should be attached importance in the sense that both are considered influential factors on learning and thinking. Therefore, the current study aims to scrutinize this possible relationship that takes place in foreign language education specifically. For this purpose, a representative group of 121 pre-service EFL teachers enrolled in English Literature Department was the participant group of this study. "Thinking Styles Inventory" ("TSI") and "Metacognitive Awareness Inventory" ("MAI") were used to collect data. The results were statistically analyzed through the application of SPSS 22.0 version. Based on the findings of the study, it can be said that the participants have a moderate level of metacognition, the most prominent thinking styles are "legislative," "judicial," "monarchic," and "anarchic" thinking styles, and "legislative," "executive," "monarchic," and "internal" thinking styles predict metacognition.
The present study was undertaken in order to analyze two elementary school coursebooks in terms of their intercultural content. The analysis was based upon Yuen's (2011) framework, which comprises of ...products, practices, perspectives, and persons. The category of products involves tangible products such as books or paintings as well as abstract products, such as oral tales or traditional dances. Based on this framework, it is possible to categorize food, entertainment, tools, dwellings, clothing, laws, education, religions, or travel as products. The category of practices encompasses the behavioral patterns of a particular society such as customs and information about daily life, forms of address, use of personal space, and rituals. The third category, perspectives, is related to the underlying beliefs and values, inspirations, myths, superstitions, and world views of a given society. Finally, the category of persons includes famous individuals and fictitious or unknown people from a particular society. The present study aims at analyzing the cultural content in Turkish high school coursebooks, namely Moonlight 7 and Moonlight 8, based on this framework. The rationale behind sticking to Yuen's model is that it allows cultural content to be analyzed in an explicit and understandable way.
This study to be conducted with English Language Teachers at the secondary education in our country during the first semester 2014-2015 academic year, aims to explore the beliefs of these in-service ...ELT teachers during the micro teaching sessions by the prospective ELT teacher candidates. This study aims at reporting the progress in-between the feedback sessions provided by the mentor teachers for micro teaching practices to be performed by about 120 student teachers attending the ELT department at Hacettepe University. The goal of the micro teaching is to provide the student teachers with the opportunity to practice the teaching skills and evaluate themselves concerning these skills before their future roles as teachers. In the study, the participants are asked to comment on the micro teaching practice in terms of positive and negative sides of it, its difficulty, and the gains of it. The data of the study are collected through a survey designed by the Ministry of National Education for this aim 4 sections, namely (1) Content Area Knowledge, (2) Planning, (3) Assessment, and (4) Other Professional Competencies. The data to be obtained will be analyzed through descriptive analysis method and discussed based on the quotations from the reports of the participants. The findings to be obtained are considered to show that the micro teaching practice is useful for student teachers to reduce their deficiency in teaching skills and help these teacher candidates to develop much more positive attitudes towards their future professions.
The aim of the present study is to see potential correlations between and among pre-service EFL teachers' epistemological cognitions, perceived engagement levels, and instructional preferences. To ...this end, 149 pre-service teachers were surveyed. Within the context of the study, three data collection methods were used within the scope of the study. The first one is the Epistemic Beliefs Scale, developed by Chan and Elliot (2004). It is a 30 Likert-type scale. The second tool was the Instructional Preference Questionnaire. This scale was based on Chan and Eliott (2004) and it included 30 items. The third scale was Teacher Engagement Scale, which was developed by Klassen et al (2013). Correlation and regression analyses were used to analyse the data. The findings indicated that teacher engagement plays an important role in EFL teachers' instructional preferences. Particularly, as for the correlation between the sub-dimensions of epistemological beliefs and instructional preferences, it was observed that the ability to lean and source of knowledge dimensions was influential on transmission-based teaching.
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