rev ew and d scuss on of key areas of knowledge, sk lls, and expert se n language test ng and ass... more rev ew and d scuss on of key areas of knowledge, sk lls, and expert se n language test ng and assessment for pre-serv ce and n-serv ce Engl sh as a fore gn language (EFL) teachers, as well as language teacher educators and other language profess onals.
Metaphors reflect the way people think and know the world. When they are considered within teachi... more Metaphors reflect the way people think and know the world. When they are considered within teaching profession, they can be strong agents revealing teachers" beliefs about their profession. They may also explore the meaning that teachers attach to themselves. Despite their strength to shed light on how teachers conceptualize themselves, metaphor studies seem to be limited. For this reason, this study set out to reveal what EFL teachers think about their roles through metaphorical representations. 24 EFL teachers, with varied experience in teaching, responded to a metaphor elicitation task through the statement "An English teacher is like …………… because…………………..". The data were analyzed with reference to the ESL teachers" role categorization provided by De Guerrero and Villamil (2000). Thus a theory-driven, deductive content analysis was employed. The analysis revealed that the data only matched with 6 out of 9 categories of De Guerrero and Villamil. Therefore, for the metaphors that did not fit in their categorization, a new category was emerged. Revealing the teachers" interpretations and philosophies regarding teaching, the metaphors within the dominant categories showed that the teachers" conceptualizations regarding their roles were more traditional and teacher-centered. The variety in metaphors suggests the multi-dynamic nature of teaching.
Facilitating In-Service Teacher Training for Professional Development, 2017
Adopting a qualitative descriptive methodology, the current study aims to explore whats and hows ... more Adopting a qualitative descriptive methodology, the current study aims to explore whats and hows of planning, delivery, and follow-up in in-service teacher training. While doing this, together with presenting the general picture of in-service teacher trainings in Turkey, the study also makes use of a delivered in-service teacher training program so as to find how issues regarding planning, delivery, and follow-up were dealt with. The data collected through semi-structured written interview and supported with informal dialogues and telephone conversations revealed what was done and how was done for the three components. However, similar to many other trainings, the findings showed that lack of needs assessment, hands-on practice, and follow-up unfortunately makes the training to be restricted to what is known as traditional and top-down. For this reason, the findings shed light on the reality to consider teachers' needs, their active involvement, and on-going practice for effecti...
International Journal of Contemporary Educational Research, 2017
Field experience (FE) is a key component of pre-service English language teacher education enabli... more Field experience (FE) is a key component of pre-service English language teacher education enabling the early integration of pre-service teachers (PSTs) in real teaching situations. As a well-researched area, FE is known to increase PSTs’ teaching-efficacy perceptions. Thus, to better understand how it does so in the Turkish context, this study examines senior PSTs’ ( N =145) teaching-efficacy perceptions and the potential sources of these perceptions in the course of FE. Adopting a pretest-posttest design supported by semi-structured interviews ( N =30), the study showed a significant increase in the PSTs’ teaching-efficacy perceptions from pre-test to post-test ( p <.05). While the interview data indicated that prior teaching experience, decreased sense of teaching anxiety, and increased confidence in professional self were among the major sources of the increase in these perceptions, such sources as untested teaching competencies and critical awareness of teaching and profess...
English for Specific Purposes, both a separate branch and an approach to English language teachin... more English for Specific Purposes, both a separate branch and an approach to English language teaching, is based on needs analysis as its defining feature (Carter and Nunan 2001). Driven from the understanding that learners’ needs should be considered for an effective ESP course, this study examines the language needs of Turkish undergraduate medical students enrolled in an ESP course consecutively running in their program. With these in mind, 2 and 3 graders (N=88) studying in the 2016-2017 cohort of a Turkish state university in School of Medicine responded to a 26-item, 4-point Likert scale assessing their needs for four macro language skills; listening, reading, speaking, and writing. The descriptive analysis of the data revealed that for both groups reading skills are needed the most, and followed by speaking, writing, and listening skills. Despite slight variations between the skills, the overemphasis put on reading skills in both groups could primarily suggest that the learners a...
Metaphors reflect the way people think and know the world. When they are considered within teachi... more Metaphors reflect the way people think and know the world. When they are considered within teaching profession, they can be strong agents revealing teachers’ beliefs about their profession. They may also explore the meaning that teachers attach to themselves. Despite their strength to shed light on how teachers conceptualize themselves, the number of metaphor studies seems to be limited. For this reason, this study set out to reveal what EFL teachers think about their roles through metaphorical representations. 24 EFL teachers, with varied experience in teaching, responded to a metaphor elicitation task through the statement “An English teacher is like …………… because…………………..” . The data were analyzed with reference to the ESL teachers’ role categorization provided by De Guerrero and Villamil (2000). Thus a theory-driven, deductive content analysis was employed. The analysis revealed that the data only matched with 6 out of 9 categories of De Guerrero and Villamil. Therefore, for the...
Qualifications of language teachers affect their students' language development and proficien... more Qualifications of language teachers affect their students' language development and proficiency. Turkish learners' low performance in international English proficiency indices requires an investigation of the qualifications of language teachers from a critical point of view. Without doubt, one of the crucial qualifications that language teachers need to possess is a high proficiency and competency in the target language. However, graduating from different programs in high schools, students are placed in English language teaching (ELT) programs with limited English proficiency. Considering the success of the Netherlands as the top country in international English proficiency indices, this study aims to find the admission requirements of the ELT programs in the Netherlands, to compare them with the ones in Turkey, and to suggest comprehensive admission requirements for ELT programs in Turkey. In this regard, a document analysis merging a detailed analysis of information regard...
Journal of Teaching English for Specific and Academic Purposes, 2018
With no doubt, evaluation has a significant role to ensure continuous improvement of any course, ... more With no doubt, evaluation has a significant role to ensure continuous improvement of any course, and ESP course, which is included in language teaching programs to satisfy a particular need, is not an exception. However, ESP course evaluation studies are still rare. With this in mind, this study reports the tertiary level students’ end-of-course evaluations regarding the ESP course offered within Banking department at Applied Sciences School of a state university in Turkey. Adopting survey methodology to unearth instances of the case being examined within its natural context from the perspective of its participants i.e. the students, the study gathered quantitative data through a scale which the students (N=96) reflected back on; the ESP practitioner, course materials, and course, and also qualitative data via open-ended items to elicit the students’ evaluations regarding the strengths of the course and likely changes and improvements. While the analysis of the quantitative data bro...
As it is the case in many other majors, the need to become proficient in English is crucial for m... more As it is the case in many other majors, the need to become proficient in English is crucial for medical professionals mainly because they need to keep their knowledge and skills up-to-date, which requires them to follow recent changes and developments in the profession both in and out of the country. In this regard, as the language of science, English also dominates the literature in medicine. For this reason, to what extent medical professionals need English language skills both professionally and personally is a matter of concern for language teaching professionals. With this in mind, the current study examines English language needs of faculty members (FMs) and postgraduate assistants (PGAs) working at Faculty of Medicine at a state university in Turkey. 29 PGAs and 26 FMs from various departments responded to a 26-item, 4-point Likert scale assessing their needs on four macro skills; listening, reading, speaking, and writing complemented by micro skills. The results mainly revealed that on a professional basis, the FMs had stronger perceptions regarding their language needs than the PGAs did, while the PGAs' perceptions of personal needs for reading and writing were found to be stronger than the FMs'. Additionally, the perceptions of both participant groups regarding their personal language needs were slightly lower than their professional ones, which may stem from the fact that being demanding and competitive, a medical career requires high standards to attain professional achievements where external drives and forces become more significant.
International Journal of Contemporary Educational Research, 2020
This article may be used for research, teaching, and private study purposes. Any substantial or s... more This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.
rev ew and d scuss on of key areas of knowledge, sk lls, and expert se n language test ng and ass... more rev ew and d scuss on of key areas of knowledge, sk lls, and expert se n language test ng and assessment for pre-serv ce and n-serv ce Engl sh as a fore gn language (EFL) teachers, as well as language teacher educators and other language profess onals.
Metaphors reflect the way people think and know the world. When they are considered within teachi... more Metaphors reflect the way people think and know the world. When they are considered within teaching profession, they can be strong agents revealing teachers" beliefs about their profession. They may also explore the meaning that teachers attach to themselves. Despite their strength to shed light on how teachers conceptualize themselves, metaphor studies seem to be limited. For this reason, this study set out to reveal what EFL teachers think about their roles through metaphorical representations. 24 EFL teachers, with varied experience in teaching, responded to a metaphor elicitation task through the statement "An English teacher is like …………… because…………………..". The data were analyzed with reference to the ESL teachers" role categorization provided by De Guerrero and Villamil (2000). Thus a theory-driven, deductive content analysis was employed. The analysis revealed that the data only matched with 6 out of 9 categories of De Guerrero and Villamil. Therefore, for the metaphors that did not fit in their categorization, a new category was emerged. Revealing the teachers" interpretations and philosophies regarding teaching, the metaphors within the dominant categories showed that the teachers" conceptualizations regarding their roles were more traditional and teacher-centered. The variety in metaphors suggests the multi-dynamic nature of teaching.
Facilitating In-Service Teacher Training for Professional Development, 2017
Adopting a qualitative descriptive methodology, the current study aims to explore whats and hows ... more Adopting a qualitative descriptive methodology, the current study aims to explore whats and hows of planning, delivery, and follow-up in in-service teacher training. While doing this, together with presenting the general picture of in-service teacher trainings in Turkey, the study also makes use of a delivered in-service teacher training program so as to find how issues regarding planning, delivery, and follow-up were dealt with. The data collected through semi-structured written interview and supported with informal dialogues and telephone conversations revealed what was done and how was done for the three components. However, similar to many other trainings, the findings showed that lack of needs assessment, hands-on practice, and follow-up unfortunately makes the training to be restricted to what is known as traditional and top-down. For this reason, the findings shed light on the reality to consider teachers' needs, their active involvement, and on-going practice for effecti...
International Journal of Contemporary Educational Research, 2017
Field experience (FE) is a key component of pre-service English language teacher education enabli... more Field experience (FE) is a key component of pre-service English language teacher education enabling the early integration of pre-service teachers (PSTs) in real teaching situations. As a well-researched area, FE is known to increase PSTs’ teaching-efficacy perceptions. Thus, to better understand how it does so in the Turkish context, this study examines senior PSTs’ ( N =145) teaching-efficacy perceptions and the potential sources of these perceptions in the course of FE. Adopting a pretest-posttest design supported by semi-structured interviews ( N =30), the study showed a significant increase in the PSTs’ teaching-efficacy perceptions from pre-test to post-test ( p <.05). While the interview data indicated that prior teaching experience, decreased sense of teaching anxiety, and increased confidence in professional self were among the major sources of the increase in these perceptions, such sources as untested teaching competencies and critical awareness of teaching and profess...
English for Specific Purposes, both a separate branch and an approach to English language teachin... more English for Specific Purposes, both a separate branch and an approach to English language teaching, is based on needs analysis as its defining feature (Carter and Nunan 2001). Driven from the understanding that learners’ needs should be considered for an effective ESP course, this study examines the language needs of Turkish undergraduate medical students enrolled in an ESP course consecutively running in their program. With these in mind, 2 and 3 graders (N=88) studying in the 2016-2017 cohort of a Turkish state university in School of Medicine responded to a 26-item, 4-point Likert scale assessing their needs for four macro language skills; listening, reading, speaking, and writing. The descriptive analysis of the data revealed that for both groups reading skills are needed the most, and followed by speaking, writing, and listening skills. Despite slight variations between the skills, the overemphasis put on reading skills in both groups could primarily suggest that the learners a...
Metaphors reflect the way people think and know the world. When they are considered within teachi... more Metaphors reflect the way people think and know the world. When they are considered within teaching profession, they can be strong agents revealing teachers’ beliefs about their profession. They may also explore the meaning that teachers attach to themselves. Despite their strength to shed light on how teachers conceptualize themselves, the number of metaphor studies seems to be limited. For this reason, this study set out to reveal what EFL teachers think about their roles through metaphorical representations. 24 EFL teachers, with varied experience in teaching, responded to a metaphor elicitation task through the statement “An English teacher is like …………… because…………………..” . The data were analyzed with reference to the ESL teachers’ role categorization provided by De Guerrero and Villamil (2000). Thus a theory-driven, deductive content analysis was employed. The analysis revealed that the data only matched with 6 out of 9 categories of De Guerrero and Villamil. Therefore, for the...
Qualifications of language teachers affect their students' language development and proficien... more Qualifications of language teachers affect their students' language development and proficiency. Turkish learners' low performance in international English proficiency indices requires an investigation of the qualifications of language teachers from a critical point of view. Without doubt, one of the crucial qualifications that language teachers need to possess is a high proficiency and competency in the target language. However, graduating from different programs in high schools, students are placed in English language teaching (ELT) programs with limited English proficiency. Considering the success of the Netherlands as the top country in international English proficiency indices, this study aims to find the admission requirements of the ELT programs in the Netherlands, to compare them with the ones in Turkey, and to suggest comprehensive admission requirements for ELT programs in Turkey. In this regard, a document analysis merging a detailed analysis of information regard...
Journal of Teaching English for Specific and Academic Purposes, 2018
With no doubt, evaluation has a significant role to ensure continuous improvement of any course, ... more With no doubt, evaluation has a significant role to ensure continuous improvement of any course, and ESP course, which is included in language teaching programs to satisfy a particular need, is not an exception. However, ESP course evaluation studies are still rare. With this in mind, this study reports the tertiary level students’ end-of-course evaluations regarding the ESP course offered within Banking department at Applied Sciences School of a state university in Turkey. Adopting survey methodology to unearth instances of the case being examined within its natural context from the perspective of its participants i.e. the students, the study gathered quantitative data through a scale which the students (N=96) reflected back on; the ESP practitioner, course materials, and course, and also qualitative data via open-ended items to elicit the students’ evaluations regarding the strengths of the course and likely changes and improvements. While the analysis of the quantitative data bro...
As it is the case in many other majors, the need to become proficient in English is crucial for m... more As it is the case in many other majors, the need to become proficient in English is crucial for medical professionals mainly because they need to keep their knowledge and skills up-to-date, which requires them to follow recent changes and developments in the profession both in and out of the country. In this regard, as the language of science, English also dominates the literature in medicine. For this reason, to what extent medical professionals need English language skills both professionally and personally is a matter of concern for language teaching professionals. With this in mind, the current study examines English language needs of faculty members (FMs) and postgraduate assistants (PGAs) working at Faculty of Medicine at a state university in Turkey. 29 PGAs and 26 FMs from various departments responded to a 26-item, 4-point Likert scale assessing their needs on four macro skills; listening, reading, speaking, and writing complemented by micro skills. The results mainly revealed that on a professional basis, the FMs had stronger perceptions regarding their language needs than the PGAs did, while the PGAs' perceptions of personal needs for reading and writing were found to be stronger than the FMs'. Additionally, the perceptions of both participant groups regarding their personal language needs were slightly lower than their professional ones, which may stem from the fact that being demanding and competitive, a medical career requires high standards to attain professional achievements where external drives and forces become more significant.
International Journal of Contemporary Educational Research, 2020
This article may be used for research, teaching, and private study purposes. Any substantial or s... more This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.
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