Browsing by Subject "Possible language teacher selves"

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    Investigating the relationship between the reflective practices and the possible language teacher selves of EFL instructors at a Turkish state university
    (2020-06) Özsoy, Özge
    The aim of this study was to investigate whether there was a statistically significant relationship between EFL instructors’ reflective practices and their possible language teacher selves. This correlational quantitative study was conducted with 94 EFL instructors working at a school of foreign languages at a state university in Turkey. The data were collected via an online survey, which was designed to investigate EFL instructors’ engagement in reflective practice, and their perceived levels of possible language teacher selves. Both descriptive and inferential statistics were used to analyze the data. The results of the analyses revealed that EFL instructors sometimes engaged in reflective practice, and they had a high level of ideal language teacher self. The results also revealed that there was a statistically significant relationship between EFL instructors’ overall reflective practice and their possible language teacher selves. Practical, cognitive, learner-related, and meta-cognitive types of reflective practice were found to have a statistically significant relationship with at least one type of possible language teacher selves.
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    An investigation of the relationship between EFL instructors’ perceptions on technology use and their possible language teacher selves
    (2020-06) Yaşar, Derya Ilgın
    The aim of this non-experimental quantitative study was to investigate whether there was a relationship between EFL instructors’ perceptions on technology use and their possible language teacher selves (PLTS). It also aimed to find out if there were differences among instructor groups based on their professional qualifications, highest degree earned, and teaching experience regarding their perceptions on technology use and PLTS. The participants were 134 EFL instructors teaching at a public university in Ankara. Survey items related to perceptions on technology use were taken and adapted from Venkatesh, Morris, Morris, and Davis (2003). The items about the PLTS, however, were developed by the researcher. For data analysis, descriptive as well as inferential statistics were utilized. The results revealed that professional qualifications, degrees, and teaching experience affected instructors’ perceptions on technology use and their PLTS. Also, a positive relationship between the EFL instructors’ ILTTS and their perceptions on technology use, especially when they had professional qualifications or degrees was found. Therefore, EFL instructors should be supported to pursue further academic careers, and in-service training programs, workshops, and best-practice sessions should be organized. To generalize the findings, further research is necessary.