Gulden TANER | Middle East Technical University (original) (raw)
Publications by Gulden TANER
İlkokulda Yabancı Dil Öğretimi, Pegem Akademi, 2022
The use of native language (L1) in foreign language classrooms (L2) has been studied from various... more The use of native language (L1) in foreign language classrooms (L2) has been studied from various perspectives, and it is important to investigate teachers’opinions about the use of L1 to better understand their practice. This study investigates the role of experience on the attitudes of language teachers towards the use of L1 in L2 classes. The participants of this research were pre-service and in-service teachers, and research questions aimed to reveal the language teaching areas that they agreed and/or disagreed with the use of L1 in. The role of experience was clearly seen in the results of both quantitative and qualitative analyses in that the pre-service and in-service teachers differed significantly in their views about some areas where they use L1. While pre-service teachers showed a tendency to support English only, experienced teachers were more moderate towards the use of L1 in all their practices. Discussion of findings revealed that both experience and the L2 teaching and learning context were influential on teachers’ practices and beliefs. The study will provide insights into pre-service and in-service teachers’ attitudes in different educational settings and implications for pre-and in-service teacher education programs.
Technical advancements and new inventions highlighted the importance of technical translation, pa... more Technical advancements and new inventions highlighted the importance of technical translation, particularly patent translations as a specialised sub-field. In this respect, translation of patent application documents has emerged as a practice requiring specialisation, especially because the translated text is bound by the legal rules and restrictions in language use. The regulations governing the writing and wording of Claims and the textual characteristics in the patent documents require more attention. The main aim of this study is to provide a description of the general textual characteristics of patent documents as a subfield of technical translation, and particularly to provide examples to illustrate the characteristics of Claims with reference to related legal requirements. The focus of analysis is on English and Turkish language pair. The linguistic, contextual, structural and terminological properties of Turkish and English patent documents are introduced; then, Turkish and English versions of Claims are compared, to exemplify different sentence structures and translation requirements pertaining to specific textual conventions in TL. In the analyses of the translations, discussions centre not only on the translation itself, but also on what governs the translators' decision process in terms of technically appropriate and legally acceptable text characteristics. It is claimed that it is not merely the technical and terminological knowledge, but in fact the expertise in this specific genre and style of writing that brings quality in the translation of patents. The discussions regarding the translation process and examples of textual conventions might be beneficial for professional and prospective translators who are interested in the translation of patent documents.
Veri toplama araçlarının çevirisinde niteliğin arttırılması: Bir aktarım örneği
The present study seeks to examine the experiences and perceptions of pre-service teachers from t... more The present study seeks to examine the experiences and perceptions of pre-service teachers from three different English as a foreign language (EFL) teacher education programs regarding an online collaborative lesson-planning experience throughout the practicum. Thus, the emerging themes in pre-service EFL teachers' reflections and feedback on the lesson plans were examined. According to the data analysis, it was observed that the differences in pre-service EFL teachers' training backgrounds had a significant effect on their perceptions and achievements in the process of lesson planning and implementation. Additionally, the challenges of the online collaborative lesson-planning experience were time management and lack of professional responsibility. The results indicated that the online collaborative lesson planning experience provided pre-service EFL teachers with opportunities to explore a variety of EFL practicum contexts and lesson planning practices with their peers.
Organisation and Editorial Experience by Gulden TANER
Çankaya University Journal of Humanities and Social Sciences, 2019
Çankaya University Journal of Humanities and Social Sciences has reached its 13th volume this yea... more Çankaya University Journal of Humanities and Social Sciences has reached its 13th
volume this year with the contributions of the scholars who shared their valuable
studies with us, the reviewers who devoted their valuable time and energy to
evaluating and commenting on the papers, and the colleagues and friends at
Çankaya University who put their efforts to realize this project.
This current issue has been devoted to the politics of recognition and social
theory, and has been intended to cover a wide variety of interdisciplinary studies
from multiple fields that fall within the scope of the Journal. Nancy Fraser uses the
term “recognition-theoretical turn” to describe a tendency to tackle many pressing
real-life issues such as discrimination, exclusion, social justice, political equality,
gender equality. The articles in this issue revolve around the problematic of
(mis)recognition, cultural identity, and politics of identity formation, selfrealization, and subjectivation as studied at the intersection of different areas of the human sciences. We, as the editorial board, would like to thank wholeheartedly all the authors for their scholarly contributions and the team of referees for their reviews. We owe special thanks to Dr Mohamed Saki from the Université de Bretagne Occidentale, France for his tremendous work as the guest editor for this volume.
Mustafa Kırca
Editor-in-Chief
Çankaya University, Turkey
mkirca@gmail.com
Çankaya University Journal of Humanities and Social Sciences, 2019
We, as of December 2019, are proud to present to our readers the 26th issue of the Çankaya Univer... more We, as of December 2019, are proud to present to our readers the 26th issue of the Çankaya University Journal of Humanities and Social Sciences. In this issue of the journal, we continue to publish results and findings of national and international scientific researches in humanities and social sciences. The current issue has been intended to cover a wide variety of interdisciplinary studies from multiple fields that fall within the scope of the journal. This has been made possible with the contributions of the scholars who shared their valuable studies with us, and our reviewers who devoted their valuable time and energy to evaluating and commenting on the papers.We owe special thanks to Dr Gülden Taner and Dr Şule Akdoğan from the University of Warwick for their tremendous work as the guest editors for this issue. We also like to thank the Board of Trustees and the Presidency of Çankaya University, and the Dean’s Office of the Faculty of Arts and Sciences for their continuous support.
Mustafa Kırca
Editor-in-Chief
Çankaya University, Turkey
mkirca@gmail.com
We are honoured to announce the 8th International Conference on Language, Literature & Culture " ... more We are honoured to announce the 8th International Conference on Language, Literature & Culture " Struggle for recognition: identity-formation and subjectivation " organized jointly by Université de Bretagne Occidentale (Brest, France) and Çankaya University (Ankara, Turkey) on June 6-7, 2019. This International Conference is an annual, peer-reviewed academic event and comprehensive venue for the free exchange and dissemination of ideas on language, translation, literary and cultural studies, and aims to bring together scholars and graduates researching the intersections of these fields in the welcoming atmosphere of Université de Bretagne Occidentale in France.
Focusing on the aspects of language, literature and culture in any or all possible contexts, and employing interdisciplinary approach to address the research problems with methods of and insights borrowed from multiple disciplines, "Struggle for recognition" conference welcomes papers that deal with the question of identity-construction and subjectivation through the prism of the struggle for recognition paradigm and intends to blur the limits of conventional discourses and approaches.
You may participate as panel organizer, presenter of one paper, or observer. Submissions are open for 30-minute slots (20-minute talks + 10 minutes for discussion). A 300-word abstract and 5 keywords should be submitted as an email attachment to LLC2019conference@gmail.com by March 25, 2019. In your email, please include your name, affiliation, email address, phone number, title of the paper, abstract, 5 keywords and a brief bio data.
Papers by Gulden TANER
Advances in educational technologies and instructional design book series, Jun 30, 2023
Focus on ELT journal, 2022
The use of native language (L1) in foreign language classrooms (L2) has been studied from various... more The use of native language (L1) in foreign language classrooms (L2) has been studied from various perspectives, and it is important to investigate teachers' opinions about the use of L1 to better understand their practice. This study investigates the role of experience on the attitudes of language teachers towards the use of L1 in L2 classes. The participants of this research were pre-service and in-service teachers, and research questions aimed to reveal the language teaching areas that they agreed and/or disagreed with the use of L1 in. The role of experience was clearly seen in the results of both quantitative and qualitative analyses in that the pre-service and in-service teachers differed significantly in their views about some areas where they use L1. While pre-service teachers showed a tendency to support English only, experienced teachers were more moderate towards the use of L1 in all their practices. Discussion of findings revealed that both experience and the L2 teaching and learning context were influential on teachers' practices and beliefs. The study will provide insights into pre-service and in-service teachers' attitudes in different educational settings and implications for pre-and in-service teacher education programs.
Uluslararası eğitim programları ve öğretim çalışmaları dergisi, Oct 13, 2014
This study explores main areas of research and identifies patterns that help interpret current te... more This study explores main areas of research and identifies patterns that help interpret current tendencies in the literature on aspects related to language teacher education. For this purpose, we report the outcomes of a metasynthesis of 44 studies related to teacher identity. Conceptually, the analysis is guided by how teacher identity is framed. The structured searches in relevant databases led to conducting a particular type of systematic review known as template analysis. As a result, based on the interpretation of the data that was gathered, we identified emphasis areas in research and presented implications for teacher education. The major findings are: a) most frequently researched topic is beliefs about teaching, and b) pre-service teachers are the main group of participants focused on in research on teacher identity in Turkey. Based on the synthesis of reported findings, we underscore the need for language teacher education research focusing on issues such as collaboration, professionalism, motivation, reflection, and culture.
Educational Research Review, Feb 1, 2023
While expert teachers remain a frequent focus of research in education, to date there have been v... more While expert teachers remain a frequent focus of research in education, to date there have been very few attempts to conduct systematic reviews of this literature. This paper presents the findings of the first systematic metasummary of research on teacher expertise in K12 education (primary/elementary and secondary levels), based on analysis of 106 empirical studies from 16 countries involving 1124 teachers identified as experts. The inductively-developed coding framework was applied independently by both authors to the dataset to generate agreement counts for specific coding themes, firstly for specific domains of teacher expertise, and then stratified to compare primary and secondary studies. We present 73 specific features organised into six domains in our expert teacher prototype. Salient findings indicate that, with regard to professional practice, expert teachers reflect extensively and often critically on their practice, help their colleagues frequently, and are continuous learners throughout their careers. Concerning knowledge, we find that expert teachers have well-developed pedagogical content knowledge and knowledge about their learners. In the domain of pedagogic practice, we observe that expert teachers display flexibility in the classroom, build strong interpersonal relationships with their learners, whom they engage through their choice of activities and content, and frequently make use of strategies typically emphasised in both constructivist and learner-centred education literatures. We offer our prototype as a useful initial sketch of family resemblance among expert teachers rather than a checklist of necessary or expected features of expertise, also cautioning that the prototype remains far from complete.
This survey study reports on the perceived competence levels of teachers of English working at st... more This survey study reports on the perceived competence levels of teachers of English working at state schools in Turkey with respect to their background, and proposes a new competence framework that meets international standards and matches local definitions. For this, European Profiling Grid (EPG) was translated into Turkish through a team-translation project, and adapted to Turkish context through teacher interviews. This adapted framework was used as part of the Language Teacher Competences Survey, which was completed by 4172 teachers across Turkey. The analyses showed that alternatively certified teachers with BA in English (English Studies) report significantly higher levels of perceived English proficiency, followed by traditionally certified teachers (ELT graduates) and alternatively certified teachers with non-English degrees. In terms of methodology, ELT graduates have significantly higher perceived competences. However, differences between ELT and English-Studies graduates ...
Çeviribilim ve Uygulamaları Dergisi, 2019
Technical advancements and new inventions highlighted the importance of technical translation, pa... more Technical advancements and new inventions highlighted the importance of technical translation, particularly patent translations as a specialised sub-field. In this respect, translation of patent application documents has emerged as a practice requiring specialisation, especially because the translated text is bound by the legal rules and restrictions in language use. The regulations governing the writing and wording of Claims and the textual characteristics in the patent documents require more attention. The main aim of this study is to provide a description of the general textual characteristics of patent documents as a subfield of technical translation, and particularly to provide examples to illustrate the characteristics of Claims with reference to related legal requirements. The focus of analysis is on English and Turkish language pair. The linguistic, contextual, structural and terminological properties of Turkish and English patent documents are introduced; then, Turkish and ...
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 2018
The present study seeks to examine the experiences and perceptions of pre-service teachers from t... more The present study seeks to examine the experiences and perceptions of pre-service teachers from three different English as a foreign language (EFL) teacher education programs regarding an online collaborative lesson-planning experience throughout the practicum. Thus, the emerging themes in pre-service EFL teachers' reflections and feedback on the lesson plans were examined. According to the data analysis, it was observed that the differences in pre-service EFL teachers' training backgrounds had a significant effect on their perceptions and achievements in the process of lesson planning and implementation. Additionally, the challenges of the online collaborative lesson-planning experience were time management and lack of professional responsibility. The results indicated that the online collaborative lesson planning experience provided pre-service EFL teachers with opportunities to explore a variety of EFL practicum contexts and lesson planning practices with their peers.
Educational studies, May 30, 2023
İlkokulda Yabancı Dil Öğretimi, Pegem Akademi, 2022
The use of native language (L1) in foreign language classrooms (L2) has been studied from various... more The use of native language (L1) in foreign language classrooms (L2) has been studied from various perspectives, and it is important to investigate teachers’opinions about the use of L1 to better understand their practice. This study investigates the role of experience on the attitudes of language teachers towards the use of L1 in L2 classes. The participants of this research were pre-service and in-service teachers, and research questions aimed to reveal the language teaching areas that they agreed and/or disagreed with the use of L1 in. The role of experience was clearly seen in the results of both quantitative and qualitative analyses in that the pre-service and in-service teachers differed significantly in their views about some areas where they use L1. While pre-service teachers showed a tendency to support English only, experienced teachers were more moderate towards the use of L1 in all their practices. Discussion of findings revealed that both experience and the L2 teaching and learning context were influential on teachers’ practices and beliefs. The study will provide insights into pre-service and in-service teachers’ attitudes in different educational settings and implications for pre-and in-service teacher education programs.
Technical advancements and new inventions highlighted the importance of technical translation, pa... more Technical advancements and new inventions highlighted the importance of technical translation, particularly patent translations as a specialised sub-field. In this respect, translation of patent application documents has emerged as a practice requiring specialisation, especially because the translated text is bound by the legal rules and restrictions in language use. The regulations governing the writing and wording of Claims and the textual characteristics in the patent documents require more attention. The main aim of this study is to provide a description of the general textual characteristics of patent documents as a subfield of technical translation, and particularly to provide examples to illustrate the characteristics of Claims with reference to related legal requirements. The focus of analysis is on English and Turkish language pair. The linguistic, contextual, structural and terminological properties of Turkish and English patent documents are introduced; then, Turkish and English versions of Claims are compared, to exemplify different sentence structures and translation requirements pertaining to specific textual conventions in TL. In the analyses of the translations, discussions centre not only on the translation itself, but also on what governs the translators' decision process in terms of technically appropriate and legally acceptable text characteristics. It is claimed that it is not merely the technical and terminological knowledge, but in fact the expertise in this specific genre and style of writing that brings quality in the translation of patents. The discussions regarding the translation process and examples of textual conventions might be beneficial for professional and prospective translators who are interested in the translation of patent documents.
Veri toplama araçlarının çevirisinde niteliğin arttırılması: Bir aktarım örneği
The present study seeks to examine the experiences and perceptions of pre-service teachers from t... more The present study seeks to examine the experiences and perceptions of pre-service teachers from three different English as a foreign language (EFL) teacher education programs regarding an online collaborative lesson-planning experience throughout the practicum. Thus, the emerging themes in pre-service EFL teachers' reflections and feedback on the lesson plans were examined. According to the data analysis, it was observed that the differences in pre-service EFL teachers' training backgrounds had a significant effect on their perceptions and achievements in the process of lesson planning and implementation. Additionally, the challenges of the online collaborative lesson-planning experience were time management and lack of professional responsibility. The results indicated that the online collaborative lesson planning experience provided pre-service EFL teachers with opportunities to explore a variety of EFL practicum contexts and lesson planning practices with their peers.
Çankaya University Journal of Humanities and Social Sciences, 2019
Çankaya University Journal of Humanities and Social Sciences has reached its 13th volume this yea... more Çankaya University Journal of Humanities and Social Sciences has reached its 13th
volume this year with the contributions of the scholars who shared their valuable
studies with us, the reviewers who devoted their valuable time and energy to
evaluating and commenting on the papers, and the colleagues and friends at
Çankaya University who put their efforts to realize this project.
This current issue has been devoted to the politics of recognition and social
theory, and has been intended to cover a wide variety of interdisciplinary studies
from multiple fields that fall within the scope of the Journal. Nancy Fraser uses the
term “recognition-theoretical turn” to describe a tendency to tackle many pressing
real-life issues such as discrimination, exclusion, social justice, political equality,
gender equality. The articles in this issue revolve around the problematic of
(mis)recognition, cultural identity, and politics of identity formation, selfrealization, and subjectivation as studied at the intersection of different areas of the human sciences. We, as the editorial board, would like to thank wholeheartedly all the authors for their scholarly contributions and the team of referees for their reviews. We owe special thanks to Dr Mohamed Saki from the Université de Bretagne Occidentale, France for his tremendous work as the guest editor for this volume.
Mustafa Kırca
Editor-in-Chief
Çankaya University, Turkey
mkirca@gmail.com
Çankaya University Journal of Humanities and Social Sciences, 2019
We, as of December 2019, are proud to present to our readers the 26th issue of the Çankaya Univer... more We, as of December 2019, are proud to present to our readers the 26th issue of the Çankaya University Journal of Humanities and Social Sciences. In this issue of the journal, we continue to publish results and findings of national and international scientific researches in humanities and social sciences. The current issue has been intended to cover a wide variety of interdisciplinary studies from multiple fields that fall within the scope of the journal. This has been made possible with the contributions of the scholars who shared their valuable studies with us, and our reviewers who devoted their valuable time and energy to evaluating and commenting on the papers.We owe special thanks to Dr Gülden Taner and Dr Şule Akdoğan from the University of Warwick for their tremendous work as the guest editors for this issue. We also like to thank the Board of Trustees and the Presidency of Çankaya University, and the Dean’s Office of the Faculty of Arts and Sciences for their continuous support.
Mustafa Kırca
Editor-in-Chief
Çankaya University, Turkey
mkirca@gmail.com
We are honoured to announce the 8th International Conference on Language, Literature & Culture " ... more We are honoured to announce the 8th International Conference on Language, Literature & Culture " Struggle for recognition: identity-formation and subjectivation " organized jointly by Université de Bretagne Occidentale (Brest, France) and Çankaya University (Ankara, Turkey) on June 6-7, 2019. This International Conference is an annual, peer-reviewed academic event and comprehensive venue for the free exchange and dissemination of ideas on language, translation, literary and cultural studies, and aims to bring together scholars and graduates researching the intersections of these fields in the welcoming atmosphere of Université de Bretagne Occidentale in France.
Focusing on the aspects of language, literature and culture in any or all possible contexts, and employing interdisciplinary approach to address the research problems with methods of and insights borrowed from multiple disciplines, "Struggle for recognition" conference welcomes papers that deal with the question of identity-construction and subjectivation through the prism of the struggle for recognition paradigm and intends to blur the limits of conventional discourses and approaches.
You may participate as panel organizer, presenter of one paper, or observer. Submissions are open for 30-minute slots (20-minute talks + 10 minutes for discussion). A 300-word abstract and 5 keywords should be submitted as an email attachment to LLC2019conference@gmail.com by March 25, 2019. In your email, please include your name, affiliation, email address, phone number, title of the paper, abstract, 5 keywords and a brief bio data.
Advances in educational technologies and instructional design book series, Jun 30, 2023
Focus on ELT journal, 2022
The use of native language (L1) in foreign language classrooms (L2) has been studied from various... more The use of native language (L1) in foreign language classrooms (L2) has been studied from various perspectives, and it is important to investigate teachers' opinions about the use of L1 to better understand their practice. This study investigates the role of experience on the attitudes of language teachers towards the use of L1 in L2 classes. The participants of this research were pre-service and in-service teachers, and research questions aimed to reveal the language teaching areas that they agreed and/or disagreed with the use of L1 in. The role of experience was clearly seen in the results of both quantitative and qualitative analyses in that the pre-service and in-service teachers differed significantly in their views about some areas where they use L1. While pre-service teachers showed a tendency to support English only, experienced teachers were more moderate towards the use of L1 in all their practices. Discussion of findings revealed that both experience and the L2 teaching and learning context were influential on teachers' practices and beliefs. The study will provide insights into pre-service and in-service teachers' attitudes in different educational settings and implications for pre-and in-service teacher education programs.
Uluslararası eğitim programları ve öğretim çalışmaları dergisi, Oct 13, 2014
This study explores main areas of research and identifies patterns that help interpret current te... more This study explores main areas of research and identifies patterns that help interpret current tendencies in the literature on aspects related to language teacher education. For this purpose, we report the outcomes of a metasynthesis of 44 studies related to teacher identity. Conceptually, the analysis is guided by how teacher identity is framed. The structured searches in relevant databases led to conducting a particular type of systematic review known as template analysis. As a result, based on the interpretation of the data that was gathered, we identified emphasis areas in research and presented implications for teacher education. The major findings are: a) most frequently researched topic is beliefs about teaching, and b) pre-service teachers are the main group of participants focused on in research on teacher identity in Turkey. Based on the synthesis of reported findings, we underscore the need for language teacher education research focusing on issues such as collaboration, professionalism, motivation, reflection, and culture.
Educational Research Review, Feb 1, 2023
While expert teachers remain a frequent focus of research in education, to date there have been v... more While expert teachers remain a frequent focus of research in education, to date there have been very few attempts to conduct systematic reviews of this literature. This paper presents the findings of the first systematic metasummary of research on teacher expertise in K12 education (primary/elementary and secondary levels), based on analysis of 106 empirical studies from 16 countries involving 1124 teachers identified as experts. The inductively-developed coding framework was applied independently by both authors to the dataset to generate agreement counts for specific coding themes, firstly for specific domains of teacher expertise, and then stratified to compare primary and secondary studies. We present 73 specific features organised into six domains in our expert teacher prototype. Salient findings indicate that, with regard to professional practice, expert teachers reflect extensively and often critically on their practice, help their colleagues frequently, and are continuous learners throughout their careers. Concerning knowledge, we find that expert teachers have well-developed pedagogical content knowledge and knowledge about their learners. In the domain of pedagogic practice, we observe that expert teachers display flexibility in the classroom, build strong interpersonal relationships with their learners, whom they engage through their choice of activities and content, and frequently make use of strategies typically emphasised in both constructivist and learner-centred education literatures. We offer our prototype as a useful initial sketch of family resemblance among expert teachers rather than a checklist of necessary or expected features of expertise, also cautioning that the prototype remains far from complete.
This survey study reports on the perceived competence levels of teachers of English working at st... more This survey study reports on the perceived competence levels of teachers of English working at state schools in Turkey with respect to their background, and proposes a new competence framework that meets international standards and matches local definitions. For this, European Profiling Grid (EPG) was translated into Turkish through a team-translation project, and adapted to Turkish context through teacher interviews. This adapted framework was used as part of the Language Teacher Competences Survey, which was completed by 4172 teachers across Turkey. The analyses showed that alternatively certified teachers with BA in English (English Studies) report significantly higher levels of perceived English proficiency, followed by traditionally certified teachers (ELT graduates) and alternatively certified teachers with non-English degrees. In terms of methodology, ELT graduates have significantly higher perceived competences. However, differences between ELT and English-Studies graduates ...
Çeviribilim ve Uygulamaları Dergisi, 2019
Technical advancements and new inventions highlighted the importance of technical translation, pa... more Technical advancements and new inventions highlighted the importance of technical translation, particularly patent translations as a specialised sub-field. In this respect, translation of patent application documents has emerged as a practice requiring specialisation, especially because the translated text is bound by the legal rules and restrictions in language use. The regulations governing the writing and wording of Claims and the textual characteristics in the patent documents require more attention. The main aim of this study is to provide a description of the general textual characteristics of patent documents as a subfield of technical translation, and particularly to provide examples to illustrate the characteristics of Claims with reference to related legal requirements. The focus of analysis is on English and Turkish language pair. The linguistic, contextual, structural and terminological properties of Turkish and English patent documents are introduced; then, Turkish and ...
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 2018
The present study seeks to examine the experiences and perceptions of pre-service teachers from t... more The present study seeks to examine the experiences and perceptions of pre-service teachers from three different English as a foreign language (EFL) teacher education programs regarding an online collaborative lesson-planning experience throughout the practicum. Thus, the emerging themes in pre-service EFL teachers' reflections and feedback on the lesson plans were examined. According to the data analysis, it was observed that the differences in pre-service EFL teachers' training backgrounds had a significant effect on their perceptions and achievements in the process of lesson planning and implementation. Additionally, the challenges of the online collaborative lesson-planning experience were time management and lack of professional responsibility. The results indicated that the online collaborative lesson planning experience provided pre-service EFL teachers with opportunities to explore a variety of EFL practicum contexts and lesson planning practices with their peers.
Educational studies, May 30, 2023
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 2017
The present study seeks to examine the experiences and perceptions of pre-service teachers from t... more The present study seeks to examine the experiences and perceptions of pre-service teachers from three different English-as-a-foreign-language (EFL) teacher-education programs regarding an online collaborative lesson-planning experience throughout the practicum. Thus, the emerging themes in pre-service EFL teachers’ reflections and feedback on the lesson plans were examined. According to the data analysis, it was observed that the differences in pre-service EFL teachers’ training backgrounds had a significant effect on their perceptions and achievements in the process of lesson planning and implementation. Additionally, the challenges of the online collaborative lesson-planning experience were time management and lack of professional responsibility. The results indicated that the online collaborative lesson planning experience provided pre-service EFL teachers with opportunities to explore a variety of EFL practicum contexts and lesson planning practices with their peers. Keywords: o...
Focus on ELT Journal, 2022
The use of native language (L1) in foreign language classrooms (L2) has been studied from various... more The use of native language (L1) in foreign language classrooms (L2) has been studied from various perspectives, and it is important to investigate teachers' opinions about the use of L1 to better understand their practice. This study investigates the role of experience on the attitudes of language teachers towards the use of L1 in L2 classes. The participants of this research were pre-service and in-service teachers, and research questions aimed to reveal the language teaching areas that they agreed and/or disagreed with the use of L1 in. The role of experience was clearly seen in the results of both quantitative and qualitative analyses in that the pre-service and in-service teachers differed significantly in their views about some areas where they use L1. While pre-service teachers showed a tendency to support English only, experienced teachers were more moderate towards the use of L1 in all their practices. Discussion of findings revealed that both experience and the L2 teaching and learning context were influential on teachers' practices and beliefs. The study will provide insights into pre-service and in-service teachers' attitudes in different educational settings and implications for pre-and in-service teacher education programs.
Speaking is the skill that language learners want to master the most, yet it is a complex skill t... more Speaking is the skill that language learners want to master the most, yet it is a complex skill to learn for various reasons (Richards & Renandya, 2002; Ur, 1996). For Turkish learners of English, grammar-based teaching approach, lack of enough input and psychological aspects (e.g., anxiety, motivation) are cited as the most influential factors creating speaking challenges (Coşkun, 2016). Alptekin and Tatar (2011) argue that speaking is not taught effectively in state schools compared to other language skills in Turkey; as a result, language learners feel anxious to speak when they become university students. There seems to be a widespread agreement that Turkish learners of English across all levels of education do not find themselves proficient in speaking English (Coşkun, 2016), and the last English Proficiency Index-EPI (EF,