Browsing by Subject "English language teaching"

Now showing 1 - 4 of 4

Open Access
Do intentions and perceptions always meet? a case study regarding the use of a teacher appraisal scheme in an English language teaching environment
(Elsevier, 2000-02-23) Vanci-Osam, U.; Aksit, T.
This article reports research examining a group of English language teachers' perceptions of the teacher appraisal scheme with a developmental purpose. Speci"cally, the researchers tried to "nd out if there is a discrepancy between what the institution intended to achieve and how teachers perceived the scheme before and after their participation in it. The "ndings of the study, which were obtained by analysing the data collected from the teachers and appraisers in the form of two structured interviews revealed some signi"cant clues for the institutions which are involved in or interested in running teacher appraisal schemes in their workplace.
Open Access
Formative assessment practices and perceptions of English language preparatory school instructors at tertiary level
(2024-01) Ercazip, Damla Sena
This mixed-method explanatory case study investigated the formative assessment practices and perceptions of in-service English language preparatory school instructors in relation to student monitoring and student scaffolding at the tertiary level. The study also explored how these practices vary depending on instructors’ years of experience, degree, and additional assessment training. To this end, 30 in-service instructors completed a questionnaire to obtain the quantitative data in this study. The follow-up semi-structured interviews provided the qualitative data with eight voluntary instructors. The results of the study showed that formative assessment practices are being implemented by English language instructors mainly to monitor student progress, help students internalize the learning process, and encourage student involvement with the help of feedback while creating an interactive classroom culture by using various approaches and methods in teaching. It was also found that instructors’ years of experience, degree, and assessment practices did not create any significant difference in monitoring students; however, in terms of scaffolding, instructors without additional assessment training chose to implement scaffolding practices more than instructors who have training.
Open Access
Mindfulness as an intervention in English teachers’ quality motivation for lesson preparation
(2021-10) Pamuk, Zeynep Olgun
In this experimental study, an 8-minute mindfulness guided meditation which aimed to increase teachers’ emotional well-being and help them connect to their genuine selves before they prepare their lesson plans was developed and implemented into an online platform for 50 English teachers living in Ankara, Turkey. While 25 of them were assigned to the to listen to the mindfulness guided meditation recording as the experiment group, the control group listened to a Ted Talks speech about the “growth mindset”, before and after which the participants’ controlled and autonomous motivations were measured through Comprehensive Relative Autonomy Index (C-RAI). The findings in the study revealed that the teachers’ autonomous motivation levels were not affected by an 8-minute mindfulness guided meditation, although a decrease in both autonomous and controlled motivations was observed after the intervention for all the teachers in the control and the experiment groups. Also, the teachers’ introjected, identified, and intrinsic motivations were found to be correlated with their gender, age, and workload.
Open Access
State-supported provincial university English language instructors' attitudes towards learner autonomy
(2005) Özdere, Mustafa
The purpose of this study was to investigate state-supported provincial university instructors’ attitudes towards learner autonomy and towards sharing instructional responsibilities with learners regarding aspects of students’ own learning. The study was conducted with 72 English language instructors working at Afyonkarahisar Kocatepe University, Akdeniz University, Balikesir University, Mugla University, Nigde University, and Zonguldak Karaelmas University. Data were collected through a questionnaire including Likert-scale questions. The preliminary section of the questionnaire gathered data about the instructors’ educational background and teaching experience. The thirteen items in the questionnaire investigated instructors’ ideas about how much instructional responsibility learners should share in accordance with learner autonomy. Respondents were asked to indicate their opinions on a five-point Likert-scale, with ‘not at all’, ‘little’, ‘partly’, ‘much’, and ‘very much’ for each item. Additionally, the interviews were conducted with 10 instructors from participating universities. The results of the data analysis revealed that participating instructors are neutral to slightly positive toward learner autonomy in their formal teaching environments and consider some areas of teaching and learning as more suitable than others for the implementation of learner autonomy. The outcomes also showed that the participating instructors’ attitudes towards learner autonomy change depending upon the facilities they are provided by their universities and the opportunities for authentic language use in their environments. Moreover, the findings highlighted that an in-service training for the instructors, and systematic and planned adjustments in the curricula might contribute to the promotion of learner autonomy in these universities.