Hulya Tuncer - Cukurova University

Hulya Tuncer - Cukurova University
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Hulya Tuncer
Cukurova University
English Language Teaching
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Papers by Hulya Tuncer
Cultural Representation of Social Status and Power in Short Stories: A Critical Discourse Analysis Perspective
Literature is considered to be one of the effective ways to represent cultural images of people, ...
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Literature is considered to be one of the effective ways to represent cultural images of people, values, norms, social practices and ideologies, thus how culture is represented through literary works has been subject to many studies. Within this context, the objective of this study is to describe how Indian culture regarding social status and power relations is represented in short stories through the external conflicts the major characters experience. For this reason, two short stories were chosen: Miss Youghal’s Sais by Rudyard Kipling and The Thakur’s Well by Premchand. While the former story includes a British character the latter one focuses on an Indian character as their major characters. Nevertheless, the setting for both stories is India, elevating the cultural elements embodied in that geography, particularly social status differences and power distribution within the caste system. By following a qualitative research design, analysis of the characters and the external conflicts they are involved in was realized through Fairclough’s three-step Critical Discourse Analysis (CDA): textual, discursive and social analysis. Findings indicate that while Kipling’s story reinforces the colonial power structures over Indian characters, Premchand’s story foregrounds the oppression experienced by lower-status characters within the Indian caste system. By comparing colonial and indigenous perspectives, the study demonstrates how conflicts can serve as evidence of underlying social status and power relations within a culture.
Keywords: Cultural Representation, Short Story, Critical Discourse Analysis (CDA), External Conflict, Social Status, Power Relations, Rudyard Kipling, Premchand
CONTRIBUTIONS OF A VIRTUAL EXCHANGE PROGRAM TO CREATIVE THINKING SKILLS OF A PRE-SERVICE EFL TEACHER: AN AUTOETHNOGRAPHIC STUDY
12th INTERNATIONAL MARDIN ARTUKLU SCIENTIFIC RESEARCHES CONFERENCE
, 2024
Virtual exchanges provide an online space where participants can learn about other cultures, trad...
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Virtual exchanges provide an online space where participants can learn about other cultures, traditions, and languages. The International Virtual Exchange Project (IVEProject) is one of those virtual exchange examples, and it offers two eight-week annual exchanges where English is used as a lingua franca. The project has been connecting thousands of students from various countries and educational backgrounds through both asynchronous forums and synchronous meetings on online platforms such as Zoom and Microsoft Teams. Through these asynchronous
forums and weekly synchronous meetings, participating students find opportunities to interact with peers from different parts of the world. Within this frame, this study aimed to examine the impact of the IVEProject on the creative thinking skills of a pre-service EFL (English as a
Foreign Language) teacher who participated in four iterations of the IVEProject. Autoethnographic approach through a dialogic framework was used to conduct the study. Centered on deductive reasoning, autoethnographic anecdotes were presented for five themes: creative thinkers are communicators, open-minded, risk-takers, knowledgeable, and flexible. The findings of the study showed that the IVEProject plays an important role in enhancing a future English language teacher’s creative thinking skills thanks to its variety of forums and activities facilitating creative thinking skills directly or indirectly.
Facilitating intercultural competence development in virtual exchange: The student-generated survey
Virtual exchange (VE) has gained prominence as a means to improve students' intercultural compete...
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Virtual exchange (VE) has gained prominence as a means to improve students' intercultural competence and foreign language abilities through forums and other supplemental activities. This study examines a supplemental activity referred to as the student-generated survey (SGS) implemented in the IVEProject, a large-scale VE with, at the time of this research, over 3000 contributing EFL students per exchange. Stemming from a sociocultural perspective with an aim to promote student agency, curiosity and discussion, the SGS allows students to participate in a survey composed of questions generated by themselves and/or their peers. Aiming to investigate how the SGS affects IVEProject participants' intercultural competence, this cross-sectional study focuses on data collected from 768 participants from 10 countries during the May-July 2021 exchange. Quantitative analysis of nine sixpoint Likert scale items showed that students who took the SGS and discussed its results had statistically significant increases in multiple items related to components of Deardorff's Pyramid Model of IC compared with students who did not. Furthermore, these gains were more noticeable among students who additionally took part in the question-generation process of the SGS. Thematic analysis of an open-ended question found 96% of student comments to be positive, falling under the themes 'intercultural development' and 'enjoyment and contentment.' The findings from quantitative and qualitative data shed light on the positive effect of the SGS on IC development, offering a beneficial reference point for international VE contexts.
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A thematic analysis indicated 96% positive student feedback regarding the SGS, reflecting its effectiveness in fostering intercultural development.
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Adding synchronous sessions to asynchronous virtual exchange: Insights from the IVEProject
by
Hulya Tuncer
and
Adam Roarty
The International Virtual Exchange Project (IVEProject) has been connecting students across multi...
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The International Virtual Exchange Project (IVEProject) has been connecting students across multiple countries through asynchronous forums on a large scale since 2015. However, considering the variety of virtual exchange methods and the advantages they bring to the field of foreign language learning, there is an increased need to explore the pedagogical possibilities of combining asynchronous and synchronous modalities, particularly across multiple institutions and countries. This short article reports on a pedagogical innovation which involved adding synchronous sessions conducted over Zoom to the asynchronous IVEProject forums. The authors arranged eight weekly Zoom meetings in which students from China, India, Japan, Jordan, Palestine, Türkiye and Syria participated in May-July, 2021. After the final session, a survey was administered to participating students and their teachers to explore their experiences. The results show that the majority of students appreciated and benefitted from the opportunity to communicate synchronously with peers from other countries. The paper also reflects on the benefits and challenges of combining synchronous sessions alongside the asynchronous IVEProject forums, aiming to derive lessons learned from this project in the hope that this will aid future EFL instructors in creating engaging virtual exchange projects which involve participants from multiple cultures and countries.
Covid-19-Prompted Emergency Distance English Language Education from EFL Students' Perspective: A Scoping Review on Challenges and Responses
Educational Policy Analysis and Strategic Research
, 2022
The profound and permanent impact of the Covid-19 pandemic caused a global closure of universitie...
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The profound and permanent impact of the Covid-19 pandemic caused a global closure of universities and schools by transforming physical classrooms into online/distance settings. Such a sudden shift resulted in uncertainty in the educational context. During the pandemic, the only way to sustain education was to benefit from distance education, which is defined as Emergency Distance Education. Specifically focusing on English language education in these emergency circumstances, such a distance education might be defined as Emergency Distance English Language Education (EDELE). In such a rush, both challenges and opportunities have been experienced in EDELE. Therefore, recent studies focus on how to respond to those challenges to improve the conditions of EDELE. Thus, this scoping review study aims to first identify (a) challenges experienced during EDELE, and then (b) responses for those challenges during EDELE from the perspectives of English as a Foreign Language (EFL) students. Via NVivo 11 Plus, the scoped studies focusing on EFL students were inductively and thematically analysed. The results revealed the challenges during EDELE centred around five main actions: changed, caused, revealed, increased, and decreased. Additionally, thematic analyses of the responses were organized around the implementations or recommendations by three stakeholders: teachers, students, and institutions. The current study contributes to EFL settings in improving distance education circumstances.
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Students faced difficulties in developing listening and speaking skills during emergency distance English education, impacting language proficiency.
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Apologies and Compliment Responses: A Case of Preservice EFL Teachers
by
Hulya Tuncer
and
Burcu Turhan
Indonesian Journal of English Language Teaching and Applied Linguistics
, 2022
Apology may be defined as “a compensatory action for an offense committed by the speaker which ha...
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Apology may be defined as “a compensatory action for an offense committed by the speaker which has affected the hearer” (Marquez-Reiter, 2000, p. 44), and a compliment is another speech act "which explicitly or implicitly attributes credit to someone other than the speaker... which is positively valued by the speaker and the hearer" (Holmes, 1986, p. 485). The focus of this paper is to find out which strategies are employed by Turkish pre-service EFL (English as a Foreign Language) teachers while apologizing and responding to compliments especially with equal-status interlocutors, and whether these strategies show differences between females and males. Written Discourse Completion Test (WDCT) was administered to 27 preservice EFL teachers. The WDCT included six apology and seven compliment response scenarios. The data were analyzed mainly by using the framework of Blum-Kulka and Olshtain (1984) for apologies, and the coding scheme by Ruhi (2006) for compliment responses. Main findings of the study suggest that the participants frequently used the strategy of regret while apologizing, and they preferred to use appreciation strategy while responding to compliments. In addition, chi-square test was applied to see any significant differences between the strategies of females and males in apologizing and responding to compliments. This gender-based comparison resulted in no statistical difference except for only one of the apology scenarios. The overall results imply that investigating pragmatic knowledge of students majoring in ELT through their speech act realizations is vital and may be the first step for organizing appropriate interventions aiming at improving and expanding their pragmatic knowledge.
Sustaining Language Skills Development of Pre-Service EFL Teachers despite the COVID-19 Interruption: A Case of Emergency Distance Education
Sustainability
The COVID-19 pandemic has caused teachers and students to abandon their physical classrooms and m...
more
The COVID-19 pandemic has caused teachers and students to abandon their physical classrooms and move into emergency distance education (EDE) settings. Thus, sustaining the quality in education has become a challenge during this transitional period. Within this context, the aim of this study was to explore the impact of EDE on language skills development (reading, writing, listening, and speaking) of Turkish pre-service teachers of English as a foreign language (EFL). In this qualitative study, data were gathered from 118 pre-service EFL teachers about the advantages and disadvantages of EDE for their language skills development. Thematic analysis was used as a research design, and nine themes emerged for both advantages and disadvantages. The most important theme for both categories is content and implementation of online courses. This study pinpointed the eminence of this theme, for if it is emphasized enough and handled efficiently, it plays a huge role in developing language skil...
A Scoping Review on Practicum of Turkish Pre-Service EFL Teachers during COVID-19
by
Ayse Kizildag
and
Hulya Tuncer
OPUS Journal of Society Research
, 2022
The practicum period is a crucial component of teacher education as it embodies the first phases ...
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The practicum period is a crucial component of teacher education as it embodies the first phases into "real" teaching and thus provides a leap into professional transformation and growth on the side of preservice teachers. Nevertheless, the COVID-19 pandemic jeopardized this period and placed the educational contexts at stake in providing that reality. Within this frame, the present study focuses on the research conducted on the practicum period of Turkish pre-service teachers of English during the pandemic. More specifically, the research question that the article addresses is "what is the nature of studies conducted about Turkish pre-service EFL teachers' practicum period during the COVID-19 pandemic concerning their characteristics, methodologies and contributions to the field?" With the aim of answering the research question, the seven studies conducted in Turkey regarding the practicum during the pandemic were collected and analyzed as to their bibliographic features, methodological orientations, foci and context, with a scoping review methodology. This scoping review demonstrated both positive/beneficial and negative/challenging aspects of the pandemic period for the English language teacher education context of Turkey. The results of the present study displayed a wider lens in perceiving the English language teaching and teacher education settings during both such emergencies and transition from existing to 'new normal'.
Recommendations of ELT Students for Four Language Skills Development: A Study on Emergency Distance Education During the COVID-19 Pandemic
The COVID-19 pandemic will not be easily forgotten as its contagious impact has penetrated educat...
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The COVID-19 pandemic will not be easily forgotten as its contagious impact has penetrated education. In response to this, educational practices have moved online within various forms and terms, and Emergency Distance Education (EDE) is one of them. Within this frame, this qualitative study aimed to investigate the recommendations of 118 English Language Teaching (ELT) Department students for their teachers and for students themselves in developing four language skills-reading, writing, listening, and speaking-during EDE settings to improve the efficiency of the online courses. In doing so, Framework Method via NVivo 11 Plus was utilized. The participants' recommendations for EDE included a total of 152 comments for reading, 141 for writing, 131 for listening, and 147 for speaking skills. The participants' recommendations for four skills centered on a total of seven themes: for teachers, for students, for online platforms, for eliminating technical issues, satisfactory, no recommendation, and no answer. The data analysis demonstrated that the majority of the recommendations for each skill were given for teachers under two sub-themes: content and implementation. While content had the highest frequency for reading, writing, and listening skills, implementation was found to be the top concern for speaking skills. The results of the study presented valuable insights not only for ELT contexts but also for all language education settings.
A Scoping Review on Practicum of Turkish Pre-Service EFL Teachers during COVID-19
by
Hulya Tuncer
and
Ayse Kizildag
The practicum period is a crucial component of teacher education as it embodies the first phases ...
more
The practicum period is a crucial component of teacher education as it embodies the first phases into "real" teaching and thus provides a leap into professional transformation and growth on the side of preservice teachers. Nevertheless, the COVID-19 pandemic jeopardized this period and placed the educational contexts at stake in providing that reality. Within this frame, the present study focuses on the research conducted on the practicum period of Turkish pre-service teachers of English during the pandemic. More specifically, the research question that the article addresses is "what is the nature of studies conducted about Turkish pre-service EFL teachers' practicum period during the COVID-19 pandemic concerning their characteristics, methodologies and contributions to the field?" With the aim of answering the research question, the seven studies conducted in Turkey regarding the practicum during the pandemic were collected and analyzed as to their bibliographic features, methodological orientations, foci and context, with a scoping review methodology. This scoping review demonstrated both positive/beneficial and negative/challenging aspects of the pandemic period for the English language teacher education context of Turkey. The results of the present study displayed a wider lens in perceiving the English language teaching and teacher education settings during both such emergencies and transition from existing to 'new normal'.
Conceptualizing Benefits of Zoom for Online Foreign Language Education during the COVID-19 Pandemic
The COVID-19 pandemic has deeply affected all aspects of life, including the foreign language tea...
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The COVID-19 pandemic has deeply affected all aspects of life, including the foreign language teaching contexts. Universities and schools abandoned classrooms and moved into online education settings. During immediate lockdowns which brought physical distancing, terms like “online”, “virtual”, and “distant” education started to dominate language teaching and learning. Universities and related institutions tried to ease the immediate transition from face-to-face education to online platforms while students and teachers began working from their homes. Educational institutions have taken advantage of various online synchronous platforms to quickly find an alternative way for face-to-face classes in the COVID-19 pandemic. One of those platforms that have been extensively used during these emergency circumstances is Zoom which is a video conferencing and online meeting service for both individual and group classes. Within this frame, this qualitative descriptive study aims to conceptualize the benefits of Zoom as a synchronous tool for online foreign language education at tertiary level during the COVID-19 pandemic. In order to reach the objective, first the related literature on three specific words “Zoom”, “language education” and “COVID-19” was concentrated by using Google Scholar search engine. Then, in order to limit the studies, the researchers focused on the ones indexed in the Web of Science. Thus, a total of four theoretical and empirical studies were collected and inductively analyzed. This inductive analysis revealed five main themes; Zoom (1) embodies beneficial functions and tools for educational contexts, (2) mediates the transition from face-to-face education to online education, (3) creates a psychologically comfortable atmosphere for online education, (4) provides synchronous interaction, communication and cooperation, and (5) helps develop foreign language skills. Additionally, based on these themes and the relevant literature on the benefits of Zoom, the researchers uncovered the associations among these five themes to conceptualize the actions and processes of forming the positive contributions of Zoom on foreign language teaching and learning during the COVID-19 pandemic.
Keywords: Zoom, Foreign language education, the COVID-19 pandemic, Online education
Google Meet as a Video Conferencing Tool during COVID-19 in Online Foreign Language Education Context
Corona Virus Disease or known as COVID-19 has had a profound impact that has spread among every c...
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Corona Virus Disease or known as COVID-19 has had a profound impact that has spread among every cycle of educational context in a short period of time. In the wake of the COVID-19 outbreak, foreign language education, which was one of those affected cycles of educational context, had to be conducted by quitting physical settings, and the new normal was changed into working or studying from home. In the emergency circumstances in the pandemic, failure of education and losing social relationships were the most common types of threat experienced by all stakeholders such as students, teachers and educators. However, with the help of video conferencing tools, those threats were easily overcome. Thus, in foreign language education online synchronous lessons, classes and meetings became the new routine. This means in the age of lockdowns due to COVID-19, video conferencing tools helped people stay connected. One of those platforms used for foreign language teaching and learning was Google Meet. Driven by this perspective, the objective of the present study is to document the positive aspects of Google Meet by thematically analyzing the related literature. For the data collection phase of this qualitative descriptive study, the three words - “Google Meet”, “language education” and “COVID”- were searched by using Google Scholar, and among the results, the three studies indexed in Web of Science were selected for analysis. The following seven themes were generated by the thematic analysis of the three studies on Google Meet in foreign language education context: Google Meet (1) is easy to access, (2) aids the transition from face to face to online teaching, (3) acts an effective and efficient synchronous tool for online foreign language education, (4) is user-friendly, (5) reduces the fear factor during the pandemic, (6) provides a safe environment, and (7) mediates real-time communication and interaction. The results of this study are thought to provide contributions for efficient and effective use of video conferencing tools for online foreign language education.
Keywords: Google Meet, Online foreign language education, Video conferencing tools, COVID-19
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The study revealed seven themes detailing the positive aspects of Google Meet for effective foreign language education during COVID-19.
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Progression of Questioning Skills of Pre-Service English Language Teachers in Practicum: A Study on Revised Bloom's Taxonomy
STUDIES IN HUMANITIES CONFERENCE PROCEEDINGS 2021 DAKAM
, 2021
Following a primarily three-year theoretical education in their departments, prospective language...
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Following a primarily three-year theoretical education in their departments, prospective language teachers spend much of their fourth year of academic life in host schools where they practice most of what they have gained in their previous three-year tertiary program. Every individual goes to those schools with their preset paradigms and parameters all acquired during their former schooling years, including their higher education and the teachers they have had, and the education system they were exposed to at their early ages. When these all-grown-up individuals end up in their host schools, the experience they are to gain is of immense value since they will subsequently continue to transfer their gains from it to their actual teaching profession when they are appointed to ministry schools as practitioners of English language
teachers. Within this frame, the researchers aimed to investigate pre-service teachers' questions in terms of knowledge and cognitive dimensions. Unearthing the themes of the questions was also within the scope of the study. The participants consisted of ten pre-service English language teachers enrolled at Çukurova University. The data was elicited from the participants' weekly reflection papers -their self-posed
questions- concerning their practicum process within the first term of 2019-2020 Academic Year. Based on the participants' engagement sessions in an authentic classroom atmosphere, the pre-service teachers following each session, expressed their questions by writing to their supervisors. Researchers conducted an interview session right after each question collection phase to scrutinize the questions' nature and content. The study was analyzed qualitatively within Bloom's Revised Taxonomy (Anderson & Krathwohl, 2001) and Thematic Analysis. Most beneficiaries from this research outcome are thought to be the pre-service teachers themselves, mentors, and supervisors. The findings are expected to shed significant light on the language teaching profession and all relevant parties such as students, language teachers, and administrators.
Reflective Tools in an English Language Teaching Context: Contributions, Challenges and Recommendations
Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi
, 2021
Learning and teaching are the essential inseparable components of any educational contexts, both ...
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Learning and teaching are the essential inseparable components of any educational contexts, both of which can be facilitated by the utilization of reflective tools. Such tools enhance learners' reflective thinking skills which constitutes a solid base for constructivist learning settings. Constructivist language learning environments require teachers and learners to reflect on classroom dynamics utilizing appropriate tools. There are numerous reflective teaching tools to encourage the learners to learn more, research more, and be more open and curious about learning elements. Once these tools are utilized at an optimum level, the educational settings would yield fruitful and constructive outputs. From a constructivist stance, this study reviews four reflective tools -diaries, videos, portfolios/e-portfolios, and blogs- concerning ELT and language teacher education. This study involves a descriptive and comprehensive look by highlighting each reflective tool's impact on the partakers of the targeted educational settings. The study also presents some guidelines on how to utilize and integrate those reflective tools in ELT contexts.
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Understanding the anxieties of NNES students reveals their coping strategies, helping tailor support in TESOL programs.
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Sustaining Language Skills Development of Pre-Service EFL Teachers despite the COVID-19 Interruption: A Case of Emergency Distance Education
by
Hulya Tuncer
and
Tuçe Özturk Karataş
Sustainability
, 2020
The COVID-19 pandemic has caused teachers and students to abandon their physical classrooms and m...
more
The COVID-19 pandemic has caused teachers and students to abandon their physical classrooms and move into emergency distance education (EDE) settings. Thus, sustaining the quality in education has become a challenge during this transitional period. Within this context, the aim of this study was to explore the impact of EDE on language skills development (reading, writing, listening, and speaking) of Turkish pre-service teachers of English as a foreign language (EFL). In this qualitative study, data were gathered from 118 pre-service EFL teachers about the advantages and disadvantages of EDE for their language skills development. Thematic analysis was used as a research design, and nine themes emerged for both advantages and disadvantages. The most important theme for both categories is content and implementation of online courses. This study pinpointed the eminence of this theme, for if it is emphasized enough and handled efficiently, it plays a huge role in developing language skills. The themes and sub-themes generated through thematic analysis showed the advantages and disadvantages of EDE for each skill in detail and also proved that EDE was most advantageous for writing skill and least advantageous for speaking skill. The participants stated that, since writing skill was constantly used for almost all homework, assignments and projects, that skill was nurtured the most. Nevertheless, speaking skill was ignored during online courses, and writing became the new mode of communication by replacing speaking. The outcome of the present study encourages preparedness for EDE against a possible second wave. Thus, the study is hoped to pave the way for anticipating issues and developing solutions for EDE contexts to preserve sustainability in higher education.
Newspaper Headlines in EFL Classes: Development of Reading and Writing Skills
Newspapers do not only carry the role of spreading news nation or worldwide but also serve as an ...
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Newspapers do not only carry the role of spreading news nation or worldwide but also serve as an educational tool in foreign language contexts subsidiarily. Consisting of as few words as possible yet to define a lot of ideas, newspaper headlines were considered to form a fruitful base for promoting reading and writing skills of pre-service EFL teachers. With this thought in mind, a news story prediction activity was implemented with 45 pre-service teachers at the English Language Teaching (ELT) Department of a state university in Turkey. Completed through two semesters (20 weeks), this study required the participants to keep newspaper portfolios in which they put a) the news story that they found, b) their written prediction based on the headline before reading the content, and c) written comparison of their prediction with the original news story focusing on matching and/or mismatching points of their guesses after reading the news story. The researcher assessed students' performance by giving them two headlines at the end of each semester. In addition, a questionnaire was distributed to the students to gather their thoughts about reading and writing skills improvement and also the appreciation of the utilized technique. Together with the portfolio process evaluation and a final interview, this study underpins the contribution of newspaper headlines for facilitating the reading and writing skills of pre-service teachers of EFL.
Refusal strategies of Turkish pre-service teachers of English: A focus on gender and status of the interlocutor
In today's world, the great demand for using English entails language users to be pragmatically c...
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In today's world, the great demand for using English entails language users to be pragmatically competent so that they could adapt themselves to differing requirements of various contexts. Within those contexts, some factors such as the culture of the target language, the speech act used in the interaction, status and gender of the interlocutors are accepted as essential components. Refusals, one of the most difficult speech acts to perform based on their face threatening nature, were chosen as the main concern of the present study. In an attempt to find out what kind of refusal strategies are employed by Turkish pre-service teachers of English, 27 first year students (14 males and 13 females) at Çukurova University were randomly chosen. Data for the study were collected via a Written Discourse Completion Test (WDCT) in which the participants were to respond nine scenarios (three lower, three equal and three higher interlocutors). Data analysis concentrated on two main variables: gender of the participants and the status of the interlocutors. In addition to those, refusal combinations utilized by the participants was another focal point of the study. The whole qualitative data were discussed through descriptive statistics and chi-square analyses, and "excuse, reason, explanation" was found to be the most frequent refusal strategy used by the participants. Another important finding is that males were found to prefer directly uttering "no" more frequently than females. It was also found that the number of the strategy combinations increases as the status of the interlocutor rises.
A Case Study on Assessing Reflectivity Levels of Pre-Service Language Teachers through Journals
by
Yonca Caylakli Ozkan
dream dream
, and
Hulya Tuncer
Reflectivity is regarded as an indispensable component of teacher education. Through a reflective...
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Reflectivity is regarded as an indispensable component of teacher education. Through a reflective teaching/learning model, pre-service teachers may have the opportunity to become a reflective practitioner and train their students in a more reflective fashion. With this in mind, 12 pre-service teachers were assigned to keep reflective journals for a ten-week practicum period. Each week, they were assigned a new task related to the practicum components involving classroom management, lesson planning, micro-teaching, and teachers' roles. The data obtained from the reflective journals and face-to-face interviews were analysed in accordance with grounded theory including initial and focused coding. The findings suggest that the level of reflectivity of participants mostly remained on the very first level of reflectivity (Recall Level). Upper levels of reflectivity (Rationalization and Reflective Level) were observed to be rather lower than the Recall Level, implying that such reflectivity practices require longer stretches of time to gain the habit of reflective thinking. Also, most of the participants highlighted the contribution of journals to the enhancement of critical reflection. Yansıtıcı Günlükler Aracılığıyla Hizmet Öncesi İngilizce Öğretmen Adaylarının Yansıtma Düzeylerinin Belirlenmesi Öz: Yansıtma becerisi, öğretmen yetiştirme programlarının ayrılmaz bir parçası olarak kabul edilmektedir. Yansıtmacı bir eğitim öğretim modeliyle öğretmen adayları yansıtıcı düşünce becerilerine sahip olabilirler ve kendi öğrencilerini de bu şekilde yetiştirebilirler. Bu bağlamda, bu çalışmada 12 hizmet öncesi İngilizce öğretmen adaylarından on haftalık süreyi kapsayan bir araştırma takvimi içerisinde yansıtıcı günlükler tutması beklenmiştir. Her bir hafta içerisinde, öğretmen adayları kendilerine tayin edilen özgün ödevler doğrultusunda yansıtıcı günlüklerini ortaya çıkarmışlardır. Veriler, yansıtıcı günlükler ve yüzyüze yarı yapılandırılmış olarak gerçekleştirilen görüşmelerle toplanmış ve Temellendirilmiş Kuramın ön kodlama ve detaylandırılmış kodlama aşamalarına göre analiz edilmiştir. Çalışma, öğretmen adaylarının günlüklerindeki yansıtıcı düşünce basamaklarından ilk basamak olan hatırlayarak yazmayı (Hatırlama Basamağı) ön plana çıkaran bulgulara sahiptir. Mantığa Bürüme ve Yansıtıcı Düşünce gibi daha üst basamaklara nispeten daha az rastlanmıştır. Bulgular yansıtıcı düşüncenin üst basamaklarına ulaşmanın daha uzun zaman diliminde ve daha eleştirel bazda düşünülerek oluşturabileceği sonuçlarına varmaktadır. Aynı zamanda bulgular bu tarz günlüklerin öğretmen adaylarının eleştirel düşünce sistemlerine olumlu katkı yaptığını ortaya çıkarmıştır.
A Case Study on Assessing Reflectivity Levels of Pre-Service Language Teachers through Journals
Reflectivity is regarded as an indispensable component of teacher education. Through a reflective...
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Reflectivity is regarded as an indispensable component of teacher education. Through a reflective teaching/learning model, pre-service teachers may have the opportunity to become a reflective practitioner and train their students in a more reflective fashion. With this in mind, 12 pre-service teachers were assigned to keep reflective journals for a ten-week practicum period. Each week, they were assigned a new task related to the practicum components involving classroom management, lesson planning, micro-teaching, and teachers' roles. The data obtained from the reflective journals and face-to-face interviews were analysed in accordance with grounded theory including initial and focused coding. The findings suggest that the level of reflectivity of participants mostly remained on the very first level of reflectivity (Recall Level). Upper levels of reflectivity (Rationalization and Reflective Level) were observed to be rather lower than the Recall Level, implying that such reflectivity practices require longer stretches of time to gain the habit of reflective thinking. Also, most of the participants highlighted the contribution of journals to the enhancement of critical reflection. Yansıtıcı Günlükler Aracılığıyla Hizmet Öncesi İngilizce Öğretmen Adaylarının Yansıtma Düzeylerinin Belirlenmesi Öz: Yansıtma becerisi, öğretmen yetiştirme programlarının ayrılmaz bir parçası olarak kabul edilmektedir. Yansıtmacı bir eğitim öğretim modeliyle öğretmen adayları yansıtıcı düşünce becerilerine sahip olabilirler ve kendi öğrencilerini de bu şekilde yetiştirebilirler. Bu bağlamda, bu çalışmada 12 hizmet öncesi İngilizce öğretmen adaylarından on haftalık süreyi kapsayan bir araştırma takvimi içerisinde yansıtıcı günlükler tutması beklenmiştir. Her bir hafta içerisinde, öğretmen adayları kendilerine tayin edilen özgün ödevler doğrultusunda yansıtıcı günlüklerini ortaya çıkarmışlardır. Veriler, yansıtıcı günlükler ve yüzyüze yarı yapılandırılmış olarak gerçekleştirilen görüşmelerle toplanmış ve Temellendirilmiş Kuramın ön kodlama ve detaylandırılmış kodlama aşamalarına göre analiz edilmiştir. Çalışma, öğretmen adaylarının günlüklerindeki yansıtıcı düşünce basamaklarından ilk basamak olan hatırlayarak yazmayı (Hatırlama Basamağı) ön plana çıkaran bulgulara sahiptir. Mantığa Bürüme ve Yansıtıcı Düşünce gibi daha üst basamaklara nispeten daha az rastlanmıştır. Bulgular yansıtıcı düşüncenin üst basamaklarına ulaşmanın daha uzun zaman diliminde ve daha eleştirel bazda düşünülerek oluşturabileceği sonuçlarına varmaktadır. Aynı zamanda bulgular bu tarz günlüklerin öğretmen adaylarının eleştirel düşünce sistemlerine olumlu katkı yaptığını ortaya çıkarmıştır.
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Reflective teacher training programs were found to improve creativity and critical thinking among teachers according to various studies.
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The Effect of Speech and Thought Presentation on Comprehension and Appreciation of Non-Native Speakers
This study investigated the effect of speech and thought presentation on the comprehension and ap...
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This study investigated the effect of speech and thought presentation on the comprehension and appreciation of English prose fiction by Turkish students. A total of 42 students from the English Language Teaching Department of Çukurova University participated and submitted a questionnaire about their reading habits and self-image in terms of being good readers of Turkish and English literature. Additionally, the participants were presented three different tasks for six extracts (taken from five novels and one short story) in which their comprehension and appreciation were probed in relation to point of view and speech and thought presentation modes. The first task focused on the general understanding of the extract and its point of view; the second task asked the participants to identify whose point of view (perspective) was expressed in each sentence (27 sentences for each extract). The third task was comprised of 18 questions, the locus of which was on the comprehension and appreciation of the extracts. Additionally, the researcher interviewed 30 participants in order to clarify their written answers. The data were analyzed both qualitatively and quantitatively, and the results provide insights into how non-native speakers of English are affected by speech and thought presentation modes in English prose fiction.
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