Teacher identity has been a topic of interest in many studies on teacher education. However, expe... more Teacher identity has been a topic of interest in many studies on teacher education. However, expertise and identity of teacher educators has taken less attention. Like any other professional identity, teacher educator identity goes through a process of construction with various aspects of their sub-identities. This paper focuses on the identity shifts of new second language teacher educators coming from language teaching by discussing their personal and professional motives that drove them to be teacher educator, and their sub-identities constructed through their experiences and education. Retrospective narratives and interviews with three new teacher educators were analyzed and discussed with an interpretivist approach with links to the literature. Some key findings suggested that those second language educators had a dominant researcher identity in any context, so their transition did not have a significant effect on their identity, but their practices were affected from their ear...
International Journal of Languages' Education, 2019
The aim of the present study was to investigate sociolinguistic abilities of Turkish senior stude... more The aim of the present study was to investigate sociolinguistic abilities of Turkish senior students of ELT departments in comparison to native speakers of English. Fifty Turkish and twenty-five American students participated in the study. The study was carried out in two aspects: (1) The differences of refusal and complaint strategies and (2) how their performances were perceived by a native interlocutor for the same social situations with two variables of interlocutors: higher-equal, familiar-unfamiliar. The data were collected qualitatively and quantitatively by means of two tools; a DCT involving 6-paired situations with two interlocutors, in total 12 items, separated as 3 refusal and 3 complaint situations was used for the qualitative analysis. The responses of all participants for each pair were coded, analysed and compared in SPSS program. Quantitative analysis was done by a communicative rating scale. An American rater graded Turkish students' responses according to the 5-point scale to assess their performances in sociocultural and sociolinguistic criteria. The results showed that Turkish EFL learners could use a range of speech act strategies, but they deviate from native speakers in content. Also, it was seen that they lacked some sociolinguistic and sociocultural knowledge that might cause sociopragmatic failure.
Writing is one of the most difficult tasks with multiple challenges for students learning a forei... more Writing is one of the most difficult tasks with multiple challenges for students learning a foreign language. An important element in helping students develop their writing ability is the identification of the problems they face while writing and the use of pedagogical interventions which raise their awareness and help them use their own learning strategies to handle. Zimmerman and Riesemberg (1997) suggest that higher levels of self-regulation are important to skilled writing because composing is an intentional activity that is quite often self-planned and self-sustained. This study aims to explore the effectiveness of strategy instruction on foreign language learners' writing skills and self-regulation abilities through an action research perspective. The data were collected via learners' diaries, reflections, essays, questionnaires and checklists. The project was carried out in a classroom of 18 students within three cycles of action for three weeks, each cycle evolving on the previous one. In the first two cycles, students were given self-regulation strategy instruction and modelling, then assigned writing tasks. Their strategy use was investigated through a questionnaire, diaries and reflections. In the third cycle, students' errors and difficulties were the focus and their opinions were taken via reflection paragraphs. The results showed that strategy training could help students improve their writing skills but further instruction and feedback were needed as they used a small number of strategies and only a slight improvement was seen in their writings.
Teacher identity has been a topic of interest in many studies on teacher education. However, expe... more Teacher identity has been a topic of interest in many studies on teacher education. However, expertise and identity of teacher educators has taken less attention. Like any other professional identity, teacher educator identity goes through a process of construction with various aspects of their sub-identities. This paper focuses on the identity shifts of new second language teacher educators coming from language teaching by discussing their personal and professional motives that drove them to be teacher educator, and their sub-identities constructed through their experiences and education. Retrospective narratives and interviews with three new teacher educators were analyzed and discussed with an interpretivist approach with links to the literature. Some key findings suggested that those second language educators had a dominant researcher identity in any context, so their transition did not have a significant effect on their identity, but their practices were affected from their earlier experiences.
The aim of the present study was to investigate sociolinguistic abilities of Turkish senior stude... more The aim of the present study was to investigate sociolinguistic abilities of Turkish senior students of ELT departments in comparison to native speakers of English. Fifty Turkish and twenty-five American students participated in the study. The study was carried out in two aspects: (1) The differences of refusal and complaint strategies and (2) how their performances were perceived by a native interlocutor for the same social situations with two variables of interlocutors: higher-equal, familiar-unfamiliar. The data were collected qualitatively and quantitatively by means of two tools; a DCT involving 6-paired situations with two interlocutors, in total 12 items, separated as 3 refusal and 3 complaint situations was used for the qualitative analysis. The responses of all participants for each pair were coded, analysed and compared in SPSS program. Quantitative analysis was done by a communicative rating scale. An American rater graded Turkish students' responses according to the 5-point scale to assess their performances in sociocultural and sociolinguistic criteria. The results showed that Turkish EFL learners could use a range of speech act strategies, but they deviate from native speakers in content. Also, it was seen that they lacked some sociolinguistic and sociocultural knowledge that might cause sociopragmatic failure.
Writing is one of the most difficult tasks with multiple challenges for students learning a forei... more Writing is one of the most difficult tasks with multiple challenges for students learning a foreign language. An important element in helping students develop their writing ability is the identification of the problems they face while writing and the use of pedagogical interventions which raise their awareness and help them use their own learning strategies to handle. Zimmerman and Riesemberg (1997) suggest that higher levels of self-regulation are important to skilled writing because composing is an intentional activity that is quite often self-planned and self-sustained. This study aims to explore the effectiveness of strategy instruction on foreign language learners' writing skills and self-regulation abilities through an action research perspective. The data were collected via learners' diaries, reflections, essays, questionnaires and checklists. The project was carried out in a classroom of 18 students within three cycles of action for three weeks, each cycle evolving on the previous one. In the first two cycles, students were given self-regulation strategy instruction and modelling, then assigned writing tasks. Their strategy use was investigated through a questionnaire, diaries and reflections. In the third cycle, students' errors and difficulties were the focus and their opinions were taken via reflection paragraphs. The results showed that strategy training could help students improve their writing skills but further instruction and feedback were needed as they used a small number of strategies and only a slight improvement was seen in their writings.
Teacher identity has been a topic of interest in many studies on teacher education. However, expe... more Teacher identity has been a topic of interest in many studies on teacher education. However, expertise and identity of teacher educators has taken less attention. Like any other professional identity, teacher educator identity goes through a process of construction with various aspects of their sub-identities. This paper focuses on the identity shifts of new second language teacher educators coming from language teaching by discussing their personal and professional motives that drove them to be teacher educator, and their sub-identities constructed through their experiences and education. Retrospective narratives and interviews with three new teacher educators were analyzed and discussed with an interpretivist approach with links to the literature. Some key findings suggested that those second language educators had a dominant researcher identity in any context, so their transition did not have a significant effect on their identity, but their practices were affected from their ear...
International Journal of Languages' Education, 2019
The aim of the present study was to investigate sociolinguistic abilities of Turkish senior stude... more The aim of the present study was to investigate sociolinguistic abilities of Turkish senior students of ELT departments in comparison to native speakers of English. Fifty Turkish and twenty-five American students participated in the study. The study was carried out in two aspects: (1) The differences of refusal and complaint strategies and (2) how their performances were perceived by a native interlocutor for the same social situations with two variables of interlocutors: higher-equal, familiar-unfamiliar. The data were collected qualitatively and quantitatively by means of two tools; a DCT involving 6-paired situations with two interlocutors, in total 12 items, separated as 3 refusal and 3 complaint situations was used for the qualitative analysis. The responses of all participants for each pair were coded, analysed and compared in SPSS program. Quantitative analysis was done by a communicative rating scale. An American rater graded Turkish students' responses according to the 5-point scale to assess their performances in sociocultural and sociolinguistic criteria. The results showed that Turkish EFL learners could use a range of speech act strategies, but they deviate from native speakers in content. Also, it was seen that they lacked some sociolinguistic and sociocultural knowledge that might cause sociopragmatic failure.
Writing is one of the most difficult tasks with multiple challenges for students learning a forei... more Writing is one of the most difficult tasks with multiple challenges for students learning a foreign language. An important element in helping students develop their writing ability is the identification of the problems they face while writing and the use of pedagogical interventions which raise their awareness and help them use their own learning strategies to handle. Zimmerman and Riesemberg (1997) suggest that higher levels of self-regulation are important to skilled writing because composing is an intentional activity that is quite often self-planned and self-sustained. This study aims to explore the effectiveness of strategy instruction on foreign language learners' writing skills and self-regulation abilities through an action research perspective. The data were collected via learners' diaries, reflections, essays, questionnaires and checklists. The project was carried out in a classroom of 18 students within three cycles of action for three weeks, each cycle evolving on the previous one. In the first two cycles, students were given self-regulation strategy instruction and modelling, then assigned writing tasks. Their strategy use was investigated through a questionnaire, diaries and reflections. In the third cycle, students' errors and difficulties were the focus and their opinions were taken via reflection paragraphs. The results showed that strategy training could help students improve their writing skills but further instruction and feedback were needed as they used a small number of strategies and only a slight improvement was seen in their writings.
Teacher identity has been a topic of interest in many studies on teacher education. However, expe... more Teacher identity has been a topic of interest in many studies on teacher education. However, expertise and identity of teacher educators has taken less attention. Like any other professional identity, teacher educator identity goes through a process of construction with various aspects of their sub-identities. This paper focuses on the identity shifts of new second language teacher educators coming from language teaching by discussing their personal and professional motives that drove them to be teacher educator, and their sub-identities constructed through their experiences and education. Retrospective narratives and interviews with three new teacher educators were analyzed and discussed with an interpretivist approach with links to the literature. Some key findings suggested that those second language educators had a dominant researcher identity in any context, so their transition did not have a significant effect on their identity, but their practices were affected from their earlier experiences.
The aim of the present study was to investigate sociolinguistic abilities of Turkish senior stude... more The aim of the present study was to investigate sociolinguistic abilities of Turkish senior students of ELT departments in comparison to native speakers of English. Fifty Turkish and twenty-five American students participated in the study. The study was carried out in two aspects: (1) The differences of refusal and complaint strategies and (2) how their performances were perceived by a native interlocutor for the same social situations with two variables of interlocutors: higher-equal, familiar-unfamiliar. The data were collected qualitatively and quantitatively by means of two tools; a DCT involving 6-paired situations with two interlocutors, in total 12 items, separated as 3 refusal and 3 complaint situations was used for the qualitative analysis. The responses of all participants for each pair were coded, analysed and compared in SPSS program. Quantitative analysis was done by a communicative rating scale. An American rater graded Turkish students' responses according to the 5-point scale to assess their performances in sociocultural and sociolinguistic criteria. The results showed that Turkish EFL learners could use a range of speech act strategies, but they deviate from native speakers in content. Also, it was seen that they lacked some sociolinguistic and sociocultural knowledge that might cause sociopragmatic failure.
Writing is one of the most difficult tasks with multiple challenges for students learning a forei... more Writing is one of the most difficult tasks with multiple challenges for students learning a foreign language. An important element in helping students develop their writing ability is the identification of the problems they face while writing and the use of pedagogical interventions which raise their awareness and help them use their own learning strategies to handle. Zimmerman and Riesemberg (1997) suggest that higher levels of self-regulation are important to skilled writing because composing is an intentional activity that is quite often self-planned and self-sustained. This study aims to explore the effectiveness of strategy instruction on foreign language learners' writing skills and self-regulation abilities through an action research perspective. The data were collected via learners' diaries, reflections, essays, questionnaires and checklists. The project was carried out in a classroom of 18 students within three cycles of action for three weeks, each cycle evolving on the previous one. In the first two cycles, students were given self-regulation strategy instruction and modelling, then assigned writing tasks. Their strategy use was investigated through a questionnaire, diaries and reflections. In the third cycle, students' errors and difficulties were the focus and their opinions were taken via reflection paragraphs. The results showed that strategy training could help students improve their writing skills but further instruction and feedback were needed as they used a small number of strategies and only a slight improvement was seen in their writings.
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