eftima khalil

Near East University, English Language Education, Graduate Student

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Eftima Khalil completed her BA in English Language Education at Ajdabiya University in Libya. Following her graduation, she worked as an instructor assistant at Ajdabiya University, and then she secured a scholarship to further her studies abroad. She received her Master’s degree in English Language Education at Bahçeşehir University in Istanbul. She is currently fully engaged in her doctoral studies at Near East University in Northern Cyprus, actively contributing as a part-time lecturer in the English Language Education Department. Her research interests focus on teaching methodology, speaking and writing skills, and critical thinking.

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Papers by eftima khalil

Teacher professional development and inquiry-based instruction: literature review

Teacher professional development and inquiry-based instruction: literature review, 2023

Innovative strategies can revolutionise student learning if implemented properly. Nonetheless, te... more Innovative strategies can revolutionise student learning if implemented properly. Nonetheless, teachers need sufficient training to do this. Therefore, teacher professional development programmes should be reviewed to see if they provide sufficient training for teachers to effectively implement inquiry-based instruction, since it is considered one of these innovative methods. This paper synthesises the existing literature on teacher professional development for inquiry-based instruction from the fields of education and social science between 2001 and 2022. The EBSCO host library, Scopus, Science Direct, ProQuest Dissertations & Theses, Linked Papers, and Taylor & Francis data bases were used for this review. The titles, abstracts, keywords, and publication dates of the selected records were converted into Microsoft Excel, where they were then reviewed to identify the publications that were in line with the scope of the study. A total of 135 studies, including articles and dissertations, were reviewed for this study. The findings of this study provide insight into the gaps in the existing literature on inquiry-based instruction and teacher professional development, as well as suggestions for potential areas for further research.

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A Joint Autoethnography on Collecting Qualitative Data Remotely: Insights From Doctoral Students’ Experiences

International Journal of Qualitative Methods

A Joint Autoethnography on Collecting Qualitative Data Remotely: Insights From Doctoral Students' Experiences

by eftima khalil and Joaquim Vinte

International Journal of Qualitative Methods, 2023

Researchers in general and those conducting English Language Teaching (ELT) studies in particular... more Researchers in general and those conducting English Language Teaching (ELT) studies in particular have been using alternative data collection methods and strategies due to recent technological advancements, natural events, as well as personal researchers' predicaments. In this article, we present our research insights into remote qualitative data collection from the perspective of doctoral students. Using a joint-autoethnography research design, we share our reflections on collecting data from two different studies conducted in English as a Foreign Language (EFL) contexts. We support these reflections with similar literature about remote data collection. Our focus is on the use of remote observations and remote surveys in qualitative studies. In our settings, while collecting data through remote observation, the major challenges we faced were related to technological management for the use of in-class video-recordings. Consequently, the change to audio-recordings demonstrated to be appropriate in such contexts. Furthermore, the use of remote qualitative surveys for data collection taught us that despite a high rate of initial acceptance for participation in other studies, the response rate in our study was quite low. As a result of this challenge, additional data collection methods were used in the relevant study. These experiences reveal that there will be a need to improve our procedures for a successful collection of remote qualitative data, not only in our future studies, but also for those researchers intending to use these data collection methods in similar situations.

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Language Teaching and Learning during the COVID-19 Pandemic

In response to COVID-19 disruption, a new approach to education has emerged: Emergency Remote Tea... more In response to COVID-19 disruption, a new approach to education has emerged: Emergency Remote Teaching (ERT). This abrupt transition from the physical classroom to the virtual one has presented educators with both opportunities and challenges, including embracing new technologies and modes of instruction to maintain continuity for students. While educators generally displayed considerable determination and resilience, the crisis showed that current learning infrastructures are highly vulnerable to disruptions. The purpose of this chapter is twofold. The first part examines the lessons learned during the pandemic and their impact on language education. The second part explores how these lessons can contribute to the development of actionable and sustainable improvements in language education and gives directions for digital strategic thinking. As such, it can provide a framework for reflection on action and future planning in the aftermath of the pandemic and beyond.

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Integrating Culture in Language Classrooms

Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs

Language and culture go hand in hand. Naturally, they are intertwined and inseparable from one an... more Language and culture go hand in hand. Naturally, they are intertwined and inseparable from one another. Therefore, language teachers who are teaching the language itself also need to recognize the importance of integrating culture in their teaching practices and raise the awareness of the learners about the culture that the target language belongs to. In light of these observations, the present chapter aims to find out whether technology is an effective tool to integrate culture in language classrooms as well as identify the perceptions of teachers and students about learning and teaching the target language through culture. The participants were 153 students and 26 teachers enrolled in a language preparatory program at a public university in Turkey. While the quantitative data were collected through the Target Culture Knowledge Test, the qualitative data were collected by means of in-depth interviews in semi-structured design. The results of the study revealed that technology (i.e....

The Efficacy of Peer Feedback in Turkish EFL Students’ Writing Performance

Journal of Literature and Art Studies, Jun 8, 2018

The overarching aim of this study is to find out the effects of peer feedback on Turkish EFL lear... more The overarching aim of this study is to find out the effects of peer feedback on Turkish EFL learners at pre-intermediate level. More specifically, the researcher sought to probe the strategies most suitable to these students by motivating them to scrutinize each other's writings and develop their own perceptions of the advantages of becoming more critical of their writing. By addressing these aims and objectives, the researcher hoped to discover the advantages and effects of peer feedback in improving the writing skills of these students. A mixture of both quantitative and qualitative methods was considered appropriate to meet the needs of research. A questionnaire on attitudes and writing tests were used to collect primary data for the study in order to gain information about the needs of the students and the suitable strategies required for peer reading, examining, and giving feedback. Semi-structured interviews were also conducted to examine the students' perceptions of peer feedback. Results of this study revealed that the peer feedback process helped learners in improving their writing performance as a result of which the students had a positive attitude towards using peer feedback in EFL classrooms. Based on the findings, implications for foreign language (FL) writing classes and suggestions for future studies are presented.

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Effects of Videos on Students’ Knowledge of the Target Language Culture

by eftima khalil and Aslı Akyüz

İnönü Üniversitesi Eğitim Fakültesi Dergisi, 2017

As language and culture are two inseparable entities, language teachers need to take the culture ... more As language and culture are two inseparable entities, language teachers need to take the culture of the target language into consideration during their teaching practices in order to have learners who are able to speak the language well and understand the social context in which it exists. Also, as 21 st century teachers, we cannot deny the efficacy of technology integrated courses to maximize learning. Grounded on this information, this research aimed to find out the effects of videos on the knowledge of the target culture of EFL students and to analyse students' perceptions about learning culture of the target language. The participants of the study included 60 students enrolled at a public university in Turkey during 2016-2017 academic year. Both qualitative and quantitative data were collected by means of a Target Culture Knowledge Test and an attitude questionnaire followed by semi-structured interviews regarding students' perceptions about learning the culture of the target language. The results of the study pointed out that using videos enhanced students' knowledge about the target culture. Also, the results indicated that students had a positive attitude toward learning the target culture. The findings can contribute to curriculum developers, teachers, instructors and teacher educators.

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EFL Instructors' Perceptions Regarding Conducting Action Research

International Journal of Teacher Education and Professional Development, 2019

In recent years, there has been a growing interest in teachers' professional development thro... more In recent years, there has been a growing interest in teachers' professional development through action research and teachers are expected to be engaged in action research. Thus, this study aimed to explore the perceptions of Turkish EFL teachers regarding conducting action research in their classrooms. The participants were 16 Turkish EFL teachers who enrolled in Master of Art (M.A) specialized in English Language Education at a private university in Istanbul, Turkey. The data was collected by means of a questionnaire consisting of two sections to deeply investigate the impacts of action research on the EFL teachers. The results revealed that teachers have positive attitudes towards action research. Even though certain barriers do exist such as lack of time, lack of knowledge, and lack of support from other teachers, the teachers believe that they have grown both personally and professionally through their experiences as teacher researchers. Teachers in this study also describe...

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Teacher professional development and inquiry-based instruction: literature review

Teacher professional development and inquiry-based instruction: literature review, 2023

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A Joint Autoethnography on Collecting Qualitative Data Remotely: Insights From Doctoral Students’ Experiences

International Journal of Qualitative Methods