The use of the mother tongue in language teaching is a long-standing debate that cannot be resolv... more The use of the mother tongue in language teaching is a long-standing debate that cannot be resolved. While some advocate for the use of the mother tongue (L1), others believe that the use of the mother tongue impedes and adversely impacts foreign language learning. The present study aims to determine whether practicum experience has an impact on ELT student teachers' opinions about the use of the mother tongue in language teaching. This study employed a mixed-methods approach with a questionnaire conducted with 52 student teachers and interviews conducted with 9 participants. The findings of the study indicated that while participants' favorable opinions about L1 use had more than doubled, their unfavorable opinions fell by a factor of three. This occurrence demonstrates unequivocally that ELT student teachers' opinions about the use of L1 changed positively during their practicum experience. This study also seeks to investigate the factors that influence student teachers' opinions about the use of L1 during their practicum experience. The real classroom environment and experience, students' short attention spans, classroom management issues in schools such as crowded classrooms, seating arrangement, and short lesson time, the pressure of the parents and administration as well as students' English proficiency level and interest, are the factors that influence student teachers' opinions about the use of L1. These findings highlighted that student teachers must be trained that using one's mother tongue is not a sin or an ineffective technique, but it conversely may be a valuable instructional instrument for language teaching if it is employed appropriately and efficiently.
In human interaction, change of speakership becomes natural at certain points in utterances calle... more In human interaction, change of speakership becomes natural at certain points in utterances called Transition Relevance Places (TRPs), and if a listener steps in at a point that is not a TRP, an interruption, and thus a potential trouble may emerge. In an EFL classroom, a teacher can create learning opportunities by managing interaction successfully, with awareness of TRPs and potential interruptions. Lack of this awareness, conversely, may lead to teacher interruptions and limited student participation. This paper attempts to show how teachers' interruptions and limited wait-time practices affect learner participation and learning opportunities in EFL young learner classrooms. The data consist of transcriptions of video recorded classroom interactions that come from three fifth grade intermediate level classrooms. The findings revealed that teachers' interruptions and limited wait-time obstructed learner participation and learning opportunities in both form-and-accuracy and meaning-and-fluency contexts (Seedhouse, 2004). The results demonstrate that teachers' use of language and their Classroom Interactional Competence (CIC, Walsh 2006) are crucial for providing sufficient learning space and facilitating learner engagement. Implications are discussed for teacher education and teachers' CIC.
This study explored how undergraduate students and their tutors in an English Language Teaching D... more This study explored how undergraduate students and their tutors in an English Language Teaching Department of a Turkish university conceptualised a good research paper and whether there was a match between the conceptions of both parties. In line with this purpose, the study specifically sought answers to what the students' concerns and what their tutors' views were on students' potential problems during the process of writing a research paper. The findings revealed a match between the students' and tutors' perceptions of a good research paper. However, the parties conceived the constructs valued and problems faced differently.
To evaluate the impact of portfolios on fostering the participants' autonomy, data were collected... more To evaluate the impact of portfolios on fostering the participants' autonomy, data were collected from an autonomy readiness questionnaire, semi-structured interviews with the studentteachers and three portfolio evidences: graded goal sheets, reflection reports, and cover letters. The findings revealed that the use of portfolios assisted the student-teachers in becoming autonomous in regard to their personal and professional development and that the student-teachers perceived the portfolio process they went through positively.
This study investigates Turkish EFL instructors' perceptions regarding their readiness for and po... more This study investigates Turkish EFL instructors' perceptions regarding their readiness for and potential challenges that they face in classrooms with students from diverse cultural and linguistic backgrounds. Using both quantitative and qualitative methods of inquiry, data were collected by utilizing the Multicultural Teaching Competency Scale (MTCS) (Spanierman, Oh, Heppner, Neville, Mobley, Wright, Dillon, & Navarro, 2011) and semi-structured interviews. The findings acquired from the scale revealed that the majority of the participating instructors perceived themselves as competent, yet further inquiry through the interviews indicated that they feel challenged while meeting the academic and linguistic needs of diverse group of students as they lack relevant formal training. The study calls for an urgent need to make provision for training programs designed to increase instructors' awareness, knowledge and skills to work effectively in culturally and linguistically diverse education contexts. **
In this study, a young learner (YL) English teacher profile from students' perspective was invest... more In this study, a young learner (YL) English teacher profile from students' perspective was investigated. Data were collected from a total of 544 fourth grade students aged 10-11 in the city center of Nev ehir, Turkey. The findings of this study provided invaluable implications for the process of developing teacher education programs and evaluating teacher performance in Teaching English to Young Learners (TEYL).
Yabanci dil ogretiminde anadilin kullanilmasi uzun zamandan beri tartisilan bir konudur Bazi dilb... more Yabanci dil ogretiminde anadilin kullanilmasi uzun zamandan beri tartisilan bir konudur Bazi dilbilimciler hem ogrencilerin hem de ogretmenlerin anadili kullanmalari tezini savunurken diger bir grup ise sinif icindeki anadil kullaniminin daha derinlemesine arastirilmasi kaydiyla boyle bir tezin son zamanlarda benimsenemeyecegini one surmektedirler Bu tartismaya katkida bulunmak amaciyla bu arastirmada Cukurova Universitesi Egitim Fakultesi Ingiliz Dili Egitimi Anabilim Dali’ndaki siniflarda anadilin Turkce’nin ne zaman ve nicin kullanildigi ele alinmaktadir Bu calisma ozellikle anadilin ogretmenler ve ogrenciler tarafindan kullanilip kullanilmadigini kullaniliyorsa nerede ne zaman ve nicin kullanildigini ortaya koymaktadir Arastirma sonuclari yukaridaki goruslerden ikincisi ile ayni dogrultudadir Buna gore ogrenme ogretme sureclerinde ortaya cikan cesitli faktorlere bagli olarak yabanci dil ogretiminde anadil kullaniminin her zaman onemli bir yer tuttugu gorusu desteklenmektedir
This study investigated Turkish EFL Young Language Learner teachers' code switching (CS hereafter... more This study investigated Turkish EFL Young Language Learner teachers' code switching (CS hereafter) from English to Turkish in their classroom discourse. The data were collected from two different secondary private institutions in Adana and Denizli. In accordance with this aim, three EFL teachers and their fifth-grade intermediate level classrooms were recorded for two class hours via video camera. The recordings were transcribed and explored to see whether these teachers resorted to CS or not, if so, what types of CS they used in their classroom, what the functions of these switches were, and finally if these CS attempts contributed to their learners' language learning or not. Face to face semi-structured interviews were held with three teachers and these interviews were analyzed through content analysis. The results obtained from video recordings and semi-structured interviews showed that all the teachers who took part in this study used CS to varying extents. Moreover, the teachers resorted to inter-sentential CS the most in terms of typology in their discourse. The detailed analyses of video recordings revealed that the teachers used CS for 20 different purposes and they employed CS mainly for translation, metalanguage , asking equivalence, giving instruction and classroom management purposes. Finally, the results of interview analyses showed that the teachers found CS useful for language learning; however, they cautiously emphasized that L1 should not replace L2 in classroom. In the light of the findings of this research, some suggestions were made to EFL teachers and teacher training institutes.
Turkish Online Journal of Educational Technology Tojet, Oct 1, 2014
Teaching English to Young Learners (TEYL) through animated stories bears many prospects for an ef... more Teaching English to Young Learners (TEYL) through animated stories bears many prospects for an effective and meaningful language instruction as animated stories can help to contextualize the new language providing audiovisual input along with the story narration. In this study, the role of animated stories in teaching EFL (English as a Foreign Language) to Young Learners (YLs) was investigated. The potential role of using such an approach was assessed in terms of students' attitudes towards learning English. Five authentic animated stories were used as overarching themes into which some basic vocabulary, structures, and functions of the target language were integrated. On the whole, the outcome of the study is that students kept their initial positive attitudes towards learning English with animated stories. The study also proved that students' concerns related to learning English decreased through such instruction. The findings of the present research also suggest that animated stories offer teachers opportunities to present and recycle vocabulary, grammar, and functions of the target language in context through integrating many extension activities related to the story theme.
International Journal of Educational Development, Nov 1, 2004
This paper is a report of a study on early school experience as part of a Teacher Education progr... more This paper is a report of a study on early school experience as part of a Teacher Education programme in Turkey. The programme requires second-year students to act as students only, observing their mentors in classrooms rather than practising teaching so that they can gain a wider view of the teaching profession. The study analyses the experiences of these students, therefore, particularly focusing on the extent to which this scheme is conducive to making students learn from their experience. The findings from the qualitative data suggest that careful attention must be paid to major factors shaping this process, such as the school atmosphere as a whole, the nature of tasks for observation, the quality of interaction between student-mentor, and, more importantly, the opportunities for students to develop an inquiry-based approach to teaching. #
This study explored how undergraduate students and their tutors in an English Language Teaching D... more This study explored how undergraduate students and their tutors in an English Language Teaching Department of a Turkish university conceptualised a good research paper and whether there was a match between the conceptions of both parties. In line with this purpose, the study specifically sought answers to what the students’ concerns and what their tutors’ views were on students’ potential problems during the process of writing a research paper. The findings revealed a match between the students’ and tutors’ perceptions of a good research paper. However, the parties conceived the constructs valued and problems faced differently.
This paper reports the findings of a studywhich investigates performance tasks as a means of
alte... more This paper reports the findings of a studywhich investigates performance tasks as a means of alternative assessment for young EFL learners. The study specifically looks into the match between what is proposed by the Primary English Curriculum and what is actually done in classrooms concerning the characteristics, implementation process, and evaluation of these tasks from teachers’ point of view. In addition, the opinions of teachers, in relation to whether these tasks have any contribution to language learning are also elicited. 43 young-learner English teachers working in ten schools participated in the study. Data has been collected from questionnaires, interviews, and document analysis. The findings reveal that the intended goals of performance tasks have been moderately achieved, but in certain areas have weaknesses. Overall, the study has produced some implications for practice regarding alternative assessment.
This article reports on the use of portfolios to develop ELT
major student-teachers’ autonomy. Th... more This article reports on the use of portfolios to develop ELT major student-teachers’ autonomy. The research was carried out for 14 weeks with twenty-one 3rd grade student-teachers in the English Language Teaching Department of Cukurova University, Adana, Turkey. To evaluate the impact of portfolios on fostering the participants’ autonomy, data were collected from an autonomy readiness questionnaire, semi-structured interviews with the student- teachers and three portfolio evidences: graded goal sheets, reflection reports, and cover letters. The findings revealed that the use of portfolios assisted the student-teachers in becoming autonomous in regard to their personal and professional development and that the student-teachers perceived the portfolio process they went through positively.
This chapter reports on a study that aims to explore the potential effect of communities of pract... more This chapter reports on a study that aims to explore the potential effect of communities of practice (CoPs) as a framework for teacher learning and professional development. The CoP created among a group of primary school teachers for this study aimed at enhancing teachers’ knowledge and perceptions of teaching English to young learners. The findings strongly suggest that a CoPs approach to teachers’ professional development is more beneficial than the so-called traditional learning opportunities envisaged by many in-service teacher training models. It creates a powerful learning environment where teachers can find opportunities to share, cooperate, understand, and support each other; become aware of their weaknesses and strengths; and enhance their perceptions of teaching English to young learners through collaborative, dialogic and reflective learning.
The use of the mother tongue in language teaching is a long-standing debate that cannot be resolv... more The use of the mother tongue in language teaching is a long-standing debate that cannot be resolved. While some advocate for the use of the mother tongue (L1), others believe that the use of the mother tongue impedes and adversely impacts foreign language learning. The present study aims to determine whether practicum experience has an impact on ELT student teachers' opinions about the use of the mother tongue in language teaching. This study employed a mixed-methods approach with a questionnaire conducted with 52 student teachers and interviews conducted with 9 participants. The findings of the study indicated that while participants' favorable opinions about L1 use had more than doubled, their unfavorable opinions fell by a factor of three. This occurrence demonstrates unequivocally that ELT student teachers' opinions about the use of L1 changed positively during their practicum experience. This study also seeks to investigate the factors that influence student teachers' opinions about the use of L1 during their practicum experience. The real classroom environment and experience, students' short attention spans, classroom management issues in schools such as crowded classrooms, seating arrangement, and short lesson time, the pressure of the parents and administration as well as students' English proficiency level and interest, are the factors that influence student teachers' opinions about the use of L1. These findings highlighted that student teachers must be trained that using one's mother tongue is not a sin or an ineffective technique, but it conversely may be a valuable instructional instrument for language teaching if it is employed appropriately and efficiently.
In human interaction, change of speakership becomes natural at certain points in utterances calle... more In human interaction, change of speakership becomes natural at certain points in utterances called Transition Relevance Places (TRPs), and if a listener steps in at a point that is not a TRP, an interruption, and thus a potential trouble may emerge. In an EFL classroom, a teacher can create learning opportunities by managing interaction successfully, with awareness of TRPs and potential interruptions. Lack of this awareness, conversely, may lead to teacher interruptions and limited student participation. This paper attempts to show how teachers' interruptions and limited wait-time practices affect learner participation and learning opportunities in EFL young learner classrooms. The data consist of transcriptions of video recorded classroom interactions that come from three fifth grade intermediate level classrooms. The findings revealed that teachers' interruptions and limited wait-time obstructed learner participation and learning opportunities in both form-and-accuracy and meaning-and-fluency contexts (Seedhouse, 2004). The results demonstrate that teachers' use of language and their Classroom Interactional Competence (CIC, Walsh 2006) are crucial for providing sufficient learning space and facilitating learner engagement. Implications are discussed for teacher education and teachers' CIC.
This study explored how undergraduate students and their tutors in an English Language Teaching D... more This study explored how undergraduate students and their tutors in an English Language Teaching Department of a Turkish university conceptualised a good research paper and whether there was a match between the conceptions of both parties. In line with this purpose, the study specifically sought answers to what the students' concerns and what their tutors' views were on students' potential problems during the process of writing a research paper. The findings revealed a match between the students' and tutors' perceptions of a good research paper. However, the parties conceived the constructs valued and problems faced differently.
To evaluate the impact of portfolios on fostering the participants' autonomy, data were collected... more To evaluate the impact of portfolios on fostering the participants' autonomy, data were collected from an autonomy readiness questionnaire, semi-structured interviews with the studentteachers and three portfolio evidences: graded goal sheets, reflection reports, and cover letters. The findings revealed that the use of portfolios assisted the student-teachers in becoming autonomous in regard to their personal and professional development and that the student-teachers perceived the portfolio process they went through positively.
This study investigates Turkish EFL instructors' perceptions regarding their readiness for and po... more This study investigates Turkish EFL instructors' perceptions regarding their readiness for and potential challenges that they face in classrooms with students from diverse cultural and linguistic backgrounds. Using both quantitative and qualitative methods of inquiry, data were collected by utilizing the Multicultural Teaching Competency Scale (MTCS) (Spanierman, Oh, Heppner, Neville, Mobley, Wright, Dillon, & Navarro, 2011) and semi-structured interviews. The findings acquired from the scale revealed that the majority of the participating instructors perceived themselves as competent, yet further inquiry through the interviews indicated that they feel challenged while meeting the academic and linguistic needs of diverse group of students as they lack relevant formal training. The study calls for an urgent need to make provision for training programs designed to increase instructors' awareness, knowledge and skills to work effectively in culturally and linguistically diverse education contexts. **
In this study, a young learner (YL) English teacher profile from students' perspective was invest... more In this study, a young learner (YL) English teacher profile from students' perspective was investigated. Data were collected from a total of 544 fourth grade students aged 10-11 in the city center of Nev ehir, Turkey. The findings of this study provided invaluable implications for the process of developing teacher education programs and evaluating teacher performance in Teaching English to Young Learners (TEYL).
Yabanci dil ogretiminde anadilin kullanilmasi uzun zamandan beri tartisilan bir konudur Bazi dilb... more Yabanci dil ogretiminde anadilin kullanilmasi uzun zamandan beri tartisilan bir konudur Bazi dilbilimciler hem ogrencilerin hem de ogretmenlerin anadili kullanmalari tezini savunurken diger bir grup ise sinif icindeki anadil kullaniminin daha derinlemesine arastirilmasi kaydiyla boyle bir tezin son zamanlarda benimsenemeyecegini one surmektedirler Bu tartismaya katkida bulunmak amaciyla bu arastirmada Cukurova Universitesi Egitim Fakultesi Ingiliz Dili Egitimi Anabilim Dali’ndaki siniflarda anadilin Turkce’nin ne zaman ve nicin kullanildigi ele alinmaktadir Bu calisma ozellikle anadilin ogretmenler ve ogrenciler tarafindan kullanilip kullanilmadigini kullaniliyorsa nerede ne zaman ve nicin kullanildigini ortaya koymaktadir Arastirma sonuclari yukaridaki goruslerden ikincisi ile ayni dogrultudadir Buna gore ogrenme ogretme sureclerinde ortaya cikan cesitli faktorlere bagli olarak yabanci dil ogretiminde anadil kullaniminin her zaman onemli bir yer tuttugu gorusu desteklenmektedir
This study investigated Turkish EFL Young Language Learner teachers' code switching (CS hereafter... more This study investigated Turkish EFL Young Language Learner teachers' code switching (CS hereafter) from English to Turkish in their classroom discourse. The data were collected from two different secondary private institutions in Adana and Denizli. In accordance with this aim, three EFL teachers and their fifth-grade intermediate level classrooms were recorded for two class hours via video camera. The recordings were transcribed and explored to see whether these teachers resorted to CS or not, if so, what types of CS they used in their classroom, what the functions of these switches were, and finally if these CS attempts contributed to their learners' language learning or not. Face to face semi-structured interviews were held with three teachers and these interviews were analyzed through content analysis. The results obtained from video recordings and semi-structured interviews showed that all the teachers who took part in this study used CS to varying extents. Moreover, the teachers resorted to inter-sentential CS the most in terms of typology in their discourse. The detailed analyses of video recordings revealed that the teachers used CS for 20 different purposes and they employed CS mainly for translation, metalanguage , asking equivalence, giving instruction and classroom management purposes. Finally, the results of interview analyses showed that the teachers found CS useful for language learning; however, they cautiously emphasized that L1 should not replace L2 in classroom. In the light of the findings of this research, some suggestions were made to EFL teachers and teacher training institutes.
Turkish Online Journal of Educational Technology Tojet, Oct 1, 2014
Teaching English to Young Learners (TEYL) through animated stories bears many prospects for an ef... more Teaching English to Young Learners (TEYL) through animated stories bears many prospects for an effective and meaningful language instruction as animated stories can help to contextualize the new language providing audiovisual input along with the story narration. In this study, the role of animated stories in teaching EFL (English as a Foreign Language) to Young Learners (YLs) was investigated. The potential role of using such an approach was assessed in terms of students' attitudes towards learning English. Five authentic animated stories were used as overarching themes into which some basic vocabulary, structures, and functions of the target language were integrated. On the whole, the outcome of the study is that students kept their initial positive attitudes towards learning English with animated stories. The study also proved that students' concerns related to learning English decreased through such instruction. The findings of the present research also suggest that animated stories offer teachers opportunities to present and recycle vocabulary, grammar, and functions of the target language in context through integrating many extension activities related to the story theme.
International Journal of Educational Development, Nov 1, 2004
This paper is a report of a study on early school experience as part of a Teacher Education progr... more This paper is a report of a study on early school experience as part of a Teacher Education programme in Turkey. The programme requires second-year students to act as students only, observing their mentors in classrooms rather than practising teaching so that they can gain a wider view of the teaching profession. The study analyses the experiences of these students, therefore, particularly focusing on the extent to which this scheme is conducive to making students learn from their experience. The findings from the qualitative data suggest that careful attention must be paid to major factors shaping this process, such as the school atmosphere as a whole, the nature of tasks for observation, the quality of interaction between student-mentor, and, more importantly, the opportunities for students to develop an inquiry-based approach to teaching. #
This study explored how undergraduate students and their tutors in an English Language Teaching D... more This study explored how undergraduate students and their tutors in an English Language Teaching Department of a Turkish university conceptualised a good research paper and whether there was a match between the conceptions of both parties. In line with this purpose, the study specifically sought answers to what the students’ concerns and what their tutors’ views were on students’ potential problems during the process of writing a research paper. The findings revealed a match between the students’ and tutors’ perceptions of a good research paper. However, the parties conceived the constructs valued and problems faced differently.
This paper reports the findings of a studywhich investigates performance tasks as a means of
alte... more This paper reports the findings of a studywhich investigates performance tasks as a means of alternative assessment for young EFL learners. The study specifically looks into the match between what is proposed by the Primary English Curriculum and what is actually done in classrooms concerning the characteristics, implementation process, and evaluation of these tasks from teachers’ point of view. In addition, the opinions of teachers, in relation to whether these tasks have any contribution to language learning are also elicited. 43 young-learner English teachers working in ten schools participated in the study. Data has been collected from questionnaires, interviews, and document analysis. The findings reveal that the intended goals of performance tasks have been moderately achieved, but in certain areas have weaknesses. Overall, the study has produced some implications for practice regarding alternative assessment.
This article reports on the use of portfolios to develop ELT
major student-teachers’ autonomy. Th... more This article reports on the use of portfolios to develop ELT major student-teachers’ autonomy. The research was carried out for 14 weeks with twenty-one 3rd grade student-teachers in the English Language Teaching Department of Cukurova University, Adana, Turkey. To evaluate the impact of portfolios on fostering the participants’ autonomy, data were collected from an autonomy readiness questionnaire, semi-structured interviews with the student- teachers and three portfolio evidences: graded goal sheets, reflection reports, and cover letters. The findings revealed that the use of portfolios assisted the student-teachers in becoming autonomous in regard to their personal and professional development and that the student-teachers perceived the portfolio process they went through positively.
This chapter reports on a study that aims to explore the potential effect of communities of pract... more This chapter reports on a study that aims to explore the potential effect of communities of practice (CoPs) as a framework for teacher learning and professional development. The CoP created among a group of primary school teachers for this study aimed at enhancing teachers’ knowledge and perceptions of teaching English to young learners. The findings strongly suggest that a CoPs approach to teachers’ professional development is more beneficial than the so-called traditional learning opportunities envisaged by many in-service teacher training models. It creates a powerful learning environment where teachers can find opportunities to share, cooperate, understand, and support each other; become aware of their weaknesses and strengths; and enhance their perceptions of teaching English to young learners through collaborative, dialogic and reflective learning.
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Papers by Rana YILDIRIM
university conceptualised a good research paper and whether there was a match between the conceptions of both parties. In line
with this purpose, the study specifically sought answers to what the students’ concerns and what their tutors’ views were on
students’ potential problems during the process of writing a research paper. The findings revealed a match between the students’
and tutors’ perceptions of a good research paper. However, the parties conceived the constructs valued and problems faced
differently.
alternative assessment for young EFL learners. The study specifically looks into the match between
what is proposed by the Primary English Curriculum and what is actually done in classrooms
concerning the characteristics, implementation process, and evaluation of these tasks from teachers’
point of view. In addition, the opinions of teachers, in relation to whether these tasks have any
contribution to language learning are also elicited. 43 young-learner English teachers working in ten
schools participated in the study. Data has been collected from questionnaires, interviews, and
document analysis. The findings reveal that the intended goals of performance tasks have been
moderately achieved, but in certain areas have weaknesses. Overall, the study has produced some
implications for practice regarding alternative assessment.
major student-teachers’ autonomy. The research was carried out for
14 weeks with twenty-one 3rd grade student-teachers in the English Language Teaching Department of
Cukurova University, Adana, Turkey. To evaluate the impact of portfolios on fostering the
participants’ autonomy, data were collected from an autonomy readiness questionnaire,
semi-structured interviews with the student- teachers and three portfolio evidences: graded goal
sheets, reflection reports, and cover letters. The findings revealed that the use of portfolios
assisted the student-teachers in becoming autonomous in regard to their personal and professional
development and that the student-teachers perceived the portfolio process they went through
positively.
perceptions of teaching English to young learners. The findings strongly suggest that a CoPs approach to teachers’ professional development is more beneficial than the so-called traditional learning opportunities envisaged by many in-service teacher training models. It creates a powerful learning environment
where teachers can find opportunities to share, cooperate, understand, and support each other; become aware of their weaknesses and strengths; and enhance their perceptions of teaching English to young learners through collaborative, dialogic and reflective learning.
university conceptualised a good research paper and whether there was a match between the conceptions of both parties. In line
with this purpose, the study specifically sought answers to what the students’ concerns and what their tutors’ views were on
students’ potential problems during the process of writing a research paper. The findings revealed a match between the students’
and tutors’ perceptions of a good research paper. However, the parties conceived the constructs valued and problems faced
differently.
alternative assessment for young EFL learners. The study specifically looks into the match between
what is proposed by the Primary English Curriculum and what is actually done in classrooms
concerning the characteristics, implementation process, and evaluation of these tasks from teachers’
point of view. In addition, the opinions of teachers, in relation to whether these tasks have any
contribution to language learning are also elicited. 43 young-learner English teachers working in ten
schools participated in the study. Data has been collected from questionnaires, interviews, and
document analysis. The findings reveal that the intended goals of performance tasks have been
moderately achieved, but in certain areas have weaknesses. Overall, the study has produced some
implications for practice regarding alternative assessment.
major student-teachers’ autonomy. The research was carried out for
14 weeks with twenty-one 3rd grade student-teachers in the English Language Teaching Department of
Cukurova University, Adana, Turkey. To evaluate the impact of portfolios on fostering the
participants’ autonomy, data were collected from an autonomy readiness questionnaire,
semi-structured interviews with the student- teachers and three portfolio evidences: graded goal
sheets, reflection reports, and cover letters. The findings revealed that the use of portfolios
assisted the student-teachers in becoming autonomous in regard to their personal and professional
development and that the student-teachers perceived the portfolio process they went through
positively.
perceptions of teaching English to young learners. The findings strongly suggest that a CoPs approach to teachers’ professional development is more beneficial than the so-called traditional learning opportunities envisaged by many in-service teacher training models. It creates a powerful learning environment
where teachers can find opportunities to share, cooperate, understand, and support each other; become aware of their weaknesses and strengths; and enhance their perceptions of teaching English to young learners through collaborative, dialogic and reflective learning.