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Öğe All or Nothing: English as a Foreign Language (EFL) Student Teachers' and Teacher Trainers' Reflections on a Pre-service English Teacher Education Program in Turkey(Kamla-Raj Enterprises, 2015) Demir, YusufThe present study explores the beliefs of English as a Foreign Language (EFL) student teachers and their trainers on the effectiveness of the current pre-service English teacher education program (ELTEP). Employing a mixed-method study design, a program evaluation questionnaire and semi-structured interviews were administered to student teachers and teacher trainers, respectively. The analysis of data yielded from the student teacher questionnaire indicated that the most problematic areas in the program are its inability to meet student teachers' needs, its irrelevance to their needs, and its failure to give adequate training in English. Besides, the analysis of semi-structured interviews with the teacher trainers revealed that the program is outdated and needs updating by increasing the number of basic skills courses and addressing the issues regarding the practice. In addition, teacher trainers reported other major concerns such as the ineffectiveness of the program in preparing Student teachers to function in the EFL context and balancing teacher- and student-centered learning. Suggestions are made to improve the program and pre-service English language teacher education.Öğe Do ELT coursebooks still suffer from gender inequalities? A case study from Turkey(2017) Demir, Yusuf; Yavuz, MustafaGender discrimination is still a hot debate running in the periphery of education. One way it is imposed onstudents is through printed materials and coursebooks, particularly those used for foreign language teachinggiven their rich linguistic content and content-based nature. This paper reports on a study which investigatedgender representations in an ELT coursebook series Yes You Can, published by the Turkish Ministry ofEducation for public high schools in Turkey. The study draws on nine different categories in order to reveal thegender-biased components in the coursebook from multiple perspectives, if any. Analyses were conducted onboth verbal and pictorial contents on a page-by-page basis. Descriptive statistiscs were used to describe thenumerical data and chi-square tests were conducted to test significance between the observed and expectedvalues. It was found that, for the most part, there were not indications of gender inequality throughout thecoursebook series. The findings are promising in terms of reflecting a fair representation of males and females,offering a glimmer of hope for the new-generation ELT coursebooks. Suggestions are made for coursebookwriters and further research.Öğe Exploring Native and Non-Native EFL Teachers' Oral Corrective Feedback Practices: An Observational Study(Brock Univ, Fac Education, 2017) Demir, Yusuf; Ozmen, Kemal SinanCommonly defined as L2 teachers' responses to learners' erroneous utterances, oral corrective feedback (OCF) is an interactional classroom phenomenon which frequently occurs in foreign language classes and has gained growing momentum in SLA research in recent years. However, how OCF preferences of English teachers vary in terms of their native-nonnative speaker status remains as an uncharted territory of inquiry specifically in an expanding-circle context. This study aims to reveal the differences between in- class OCF practices of native and non-native English-speaking teachers (NESTs & NNESTs) in Turkish EFL context and to explore the cross-cultural influences that might affect these practices. To these ends, structured classroom observations and interviews were conducted with seven NESTs and seven NNESTs. The findings of the observations showed that the NESTs' and NNESTs' in-class OCF practices differed considerably in terms of their tolerance of errors, preferred OCF types, the amount of OCF and different types of OCF to different types of errors. Moreover, the follow-up interview findings demonstrated some similar and different dispositions between the teacher groups concerning several dimensions (whether, how, when, and which errors should be corrected, and by whom) including the effect of teaching experience and teacher education on their OCF-giving patterns.Öğe Exploring the Oral Communication Strategies Used by Turkish EFL Learners: A Mixed Methods Study(Gate Assoc Teaching & Education-Gate, Switzerland, 2018) Demir, Yusuf; Mutlu, Gulcin; Sisman, Yavuz SelimThis study set out with a threefold purpose: to examine (1) the oral communication strategies (CSs) employed by tertiary-level Turkish EFL learners, (2) the use of CSs based on exposure to English through audio-visual tools, university subject domain and gender differences, (3) the correlation between use of CSs and oral proficiency scores. To these ends, a quantitative dominant mixed methods triangulation design was put to use. Yaman and Kavasoglu's (2013) Turkish adaptation of Oral Communication Strategy Inventory was the main data collection instrument, accompanied by follow-up interviews to corroborate the quantitative findings Descriptive statistics, t-tests, ANOVA and Pearson product moment correlations were conducted for statistical analyses while the qualitative data were deductively analysed through a priori theoretical guiding scheme. As a result, the participants were perceived to use oral CSs to some extent, with negotiation for meaning having the top priority. In parallel, as the interview data has shown, the students mentioned using CSs mainly for communication-bound reasons. Moreover, significant differences for CS use appeared only in terms of exposure to English through audio-visual tools in favor of those who reported more frequent exposure. Finally, a positive but weak correlation was calculated between students' overall CS use and oral proficiency scores.Öğe Exploring the Oral Communication Strategies Used by Turkish EFL Learners: A Mixed Methods Study(Gate Assoc Teaching & Education-Gate, Switzerland, 2018) Demir, Yusuf; Mutlu, Gulcin; Sisman, Yavuz SelimThis study set out with a threefold purpose: to examine (1) the oral communication strategies (CSs) employed by tertiary-level Turkish EFL learners, (2) the use of CSs based on exposure to English through audio-visual tools, university subject domain and gender differences, (3) the correlation between use of CSs and oral proficiency scores. To these ends, a quantitative dominant mixed methods triangulation design was put to use. Yaman and Kavasoglu's (2013) Turkish adaptation of Oral Communication Strategy Inventory was the main data collection instrument, accompanied by follow-up interviews to corroborate the quantitative findings Descriptive statistics, t-tests, ANOVA and Pearson product moment correlations were conducted for statistical analyses while the qualitative data were deductively analysed through a priori theoretical guiding scheme. As a result, the participants were perceived to use oral CSs to some extent, with negotiation for meaning having the top priority. In parallel, as the interview data has shown, the students mentioned using CSs mainly for communication-bound reasons. Moreover, significant differences for CS use appeared only in terms of exposure to English through audio-visual tools in favor of those who reported more frequent exposure. Finally, a positive but weak correlation was calculated between students' overall CS use and oral proficiency scores.Öğe Finlandiya, Japonya, Kore, Çin (Şangay) ve Türkiyedeki İngilizce Dersi Öğretim Programlarının Karşılaştırmalı Olarak İncelenmesi(2014) Demir, Yusuf; Yavuz, MustafaUluslarası ortak dil (lingua f ranca) olarak İngilizce bilimde, teknolojide, ticarette, küresel organizasyonlarda en çok kullanılan dil olarak öne çıkmıştır ve bu bağlamda önemi artık yadsınamaz bir noktadadır. İngilizcenin bu önemini gün geçtikçe daha iyi kavrayan devletler artık eğitim politikalarına da bunu yansıtma ihtiyacı hissetmişlerdir. Bu noktada ülkelerin hazırlamış oldukları İngilizce öğretim programlarının özellikleri, İngilizce öğretimine verdikleri öneme dair bizlere ipuçları vermesi açısından önemlidir ve bu çalışma için bir çıkış noktası olmuştur. Dolayısıyla da İngilizce öğretim programlarına küresel bir bakış açısı kazandırmak bu çalışmanın amacını oluşturmaktadır. Bu amaçla OECD (Ekonomik Kalkınma ve İşbirliği Örgütü) tarafından son olarak 2012de yapılan PISAnın (Uluslarası Öğrenci Değerlendirme Programı) okuma testi sonuçları temel alınmış, İngilizceyi yabancı dil olarak öğreten, PISAdaki okuma testinde en yüksek puanı alan ilk dört ülke olan Çin (Şangay), Kore, Finlandiya ve Japonya ile ortalamanın altında kalan Türkiyenin İngilizce öğretim programları karşılaştırmalı olarak ele alınmıştır. Doküman incelemesi yoluyla elde edilen verilerin çözümlenmesi sonucunda, ülkelerin İngilizce öğretim programlarındaki hedeflerin genellikle benzerlikler gösterdiği tespit edilmiştir. Bunun yanı sıra içerik, eğitim durumları ve sınama durumları bakımından da programlar arasında benzerliklerin ve birtakım farklı uygulamaların söz konusu olduğu görülmüştür.Öğe MAPPING RESEARCH ON L2 PRONUNCIATION A BIBLIOMETRIC ANALYSIS(Cambridge Univ Press, 2022) Demir, Yusuf; Kartal, GalipThis study reports on a bibliometric mapping analysis of L2 pronunciation research. Analyses on 629 articles published between 1977 and 2020 in 15 prestigious SSCI-indexed applied linguistics journals identified significant research themes and trends, influential authors, documents, and publication sources. The results of the analyses of citation impact, cocitation, and research trends provide valuable insights into understanding the dynamics, evolution patterns, and the intellectual background of L2 pronunciation research, thereby guiding future research and practice.Öğe Observational narrative knowledging in early professional development of student teachers of English(Springer, 2021) Kartal, Galip; Demir, YusufThis paper presents a narrative inquiry approach to understanding the early professional development (PD) of student teachers of English at a state university in Turkey. With the twofold functioning of narrative as a tool for both research and PD, we probe into how student teachers' early PD trajectories are shaped through observational narrative knowledging. Data consisted of group discussions, semi-structured interviews, metaphor elicitations, and informal conversations that accompanied the main data collection tool, i.e., narrative frames collected during the practicum. The triangulated data were subjected to a multi-tiered collaborative content analysis. The findings showed that narrative-embedded observations helped student teachers organize and attach meaning to their early field experiences, and thus build on their self-awareness, critical thinking, and reflectivity for future classroom practices. We also reported how the participants reflected retrospectively, in the course of, and the posteriori of writing the classroom observational narratives. Through narrative knowledging, we offer a more nuanced approach to aiding student teachers' early PD.Öğe A review of graduate research on reflective practices in English language teacher education: Implications(Western Australian Inst Educational Research Inc, 2019) Korucu-Kis, Saadet; Demir, YusufThe aim of this study is to advance knowledge and understanding about graduate research on reflective practices carried out in the field of English language teacher education in Turkey. Altogether the findings from 27 graduate theses were included in the final analysis. Seven themes emerged to guide educational stakeholders and future researchers on the further development of reflective practices in teacher education. This research on implications suggests both a long-term, collaborative, systematic and research-informed teacher education that develops teachers' understanding of reflective teaching, and also a longitudinal, repetitive and evidence-based research base to develop better understanding about reflective practices.
