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Öğe Digital literacy practices of Turkish pre-service EFL teachers(Australasian Soc Computers Learning Tertiary Education-Ascilite, 2020) Akayoglu, Sedat; Satar, H. Muge; Dikilitas, Kenan; Cirit, Nazli Ceren; Korkmazgil, SibelWith rapid changes in information and communication technologies, it is no longer sufficient for language teachers and pre-service teachers (PTs) to know how to use existing digital tools. They also need to be digitally literate in order to critically evaluate such tools and platforms for safe, wise, and productive use. Within a qualitative approach, this study investigated Turkish PTs' conceptualisation of digital literacy. This included an exploration of how PTs defined this concept, what kind of tools they used, and for which purposes they preferred to use digital tools. First, we found that PTs concept of digital literacy consist of many levels from knowledge to use, and to critical, creative, and collaborative use. Second, we observed that university professors play an important role in the development of digital literacy levels of PTs. Third, it was found that PTs use social media platforms heavily for various purposes, however, we identified a need for further guidance in supporting PTs' use of these platforms for their professional development. The findings of this study shed light on the current digital literacy skills of PTs in Turkey and will be beneficial for educational policy makers and teacher trainers in teacher education for the twenty-first century. Implications for practice or policy: Language teacher educators should engage pre-service teachers first in understanding pedagogical purposes of digital tools and then how they may address these purposes. Language teacher educators should model the integration of digital tools in teaching contexts. Pre-service teacher education programs should combine technology-related courses with pedagogy and digital material design.Öğe EFL teachers' perceived professional development needs: A study of nonnative EFL teachers in Turkey(Verlag Peter Lang AG, 2018) Korkmazgil, Sibel; Seferoglu, GölgeLiterature on teacher professionalism has revealed a paradigm shift from a positivist, linear and hierarchical view of development to a more holistic, collaborative and socio-constructivist approach. Effective professional development practices need to be constructivist, participant-centered and school-based. Thus, professional development practices that might best contribute to teachers' professional growth are more likely to be based on their immediate needs, designed and directed with their involvement. Although a vast literature exists on general professional development, research specific to professional development for EFL teachers is limited, even less extensive in Turkey. This phenomenological research study aims to explore professional development needs of English language teachers working at public schools in Turkey where English is taught and learned as a foreign language. Semi-structured interviews were held with 41 English language teachers from 14 different cities of Turkey. The findings suggested that highest levels of needs were indicated with regard to developing teachers' English language proficiency and speaking skills, improving knowledge and skills in English language teaching methodology, incorporating technology into language teaching, and materials development and adaptation. Furthermore, teachers with low levels of perceived English language proficiency seemed to have more of a need for professional development than teachers with a higher level of perceived language proficiency. This current investigation into EFL teachers' perceived development needs are more likely to contribute to our understanding of teacher professionalism in Turkey. © Peter Lang GmbH Internationaler Verlag der Wissenschaften Berlin 2018. All rights reserved.Öğe Eliciting Pre-Service EFL Teachers’ Views on Coursebooks Through Metaphorical Language(2023) Korkmazgil, SibelUnearthing pre-service teachers’ attitudes towards coursebooks might well have important implications both for pre- and in-service teacher education since of all the wide range of materials used in English language teaching (ELT), coursebooks are still the most widely used materials in school settings. In this regard, this study aims to surface pre-service English as a Foreign Language (EFL) teachers’ beliefs on coursebooks through metaphorical language. Data gathered from 129 Turkish pre-service teachers of English are presented and discussed in the present study. Qualitative content analysis was employed in this study to analyze the metaphors provided by the pre-service EFL teachers. The participants produced 70 different metaphors for coursebooks and data analysis revealed seven conceptual categories: Guidance, Resource, Support, Access to New Opportunities, Worthlessness, Restrictions and Boredom. The participants produced mostly positive metaphors for coursebooks and saw coursebooks as a support and guide for language education.Öğe Exploring pre-service EFL teachers' reflections on viewing guided and unguided videos of expert teachers online(2022) Çekiç, Ahmet; Korkmazgil, SibelThis study seeks to explore perspectives of EFL teachers with regard to the experience of viewing experts’ videos with and without guidance in an online platform and how this experience is mirrored in their reflective practice. Twelve pre-service EFL teachers watched the videos of eight expert teachers teaching in real ESL/EFL classes in different contexts over the world. The participants wrote reflective journals, responded to questions embedded in the videos and a post-treatment questionnaire. Qualitative data in the study were analyzed using content analysis. The results indicated facilitative effects of viewing videos of experts on pre-service teachers’ reflections. Guided videos in particular yielded more and deeper levels of reflection, and were perceived more positively by the participants.Öğe HOW CAN BLOGGING SUPPORT CRITICAL REFLECTIVITY IN FOREIGN LANGUAGE TEACHER EDUCATION?(2018) Korkmazgil, SibelThis study was based on a belief grounded inthe literature that more authentic reflective approachesshould be implemented in order to encourage teachers toengage in many-way conversations with and withinthemselves, and that blogs as a transformationaltechnology for teaching and learning can facilitate criticalthinking and knowledge construction through interactionand collaboration with others with a shared interest. Thus,this 12-week-long case study seeks to examine whetherthe use of blogs as support for reflective practice in aPracticum course could enhance the level of criticalreflection that the pre-service English language teacherswere involved in. Data collection consisted of archivalrecords of pre-service teachers’ reflective blog posts andcomments, pre- and post-study interviews with pre-serviceteachers and field notes taken by the researcher. Theresults of this study indicate that blogging supports thepre-service teachers’ reflectivity positively. All of the preserviceteachers are found to be reflective to a certainextent in their blog postings. However, there aredifferences in the degree of reflection they are engaged in.These results reveal specific evidence that contribute toour understanding of how blogging might be incorporatedas to support for reflective practice in teacher educationprograms.Öğe İNGİLİZCE ÖĞRETMENLERININ İNGİLİZCE DERSİ EĞİTİM PROGRAMINA İLİŞKİN ALGILARININ METAFORLAR YOLUYLA İNCELENMESİ(2021) Yıldız, Hatice; Korkmazgil, SibelBu araştırma, İngilizce öğretmenlerinin \rİngilizce dersi eğitim programına (İDEP) ilişkin algılarını \rmetaforlar aracılığıyla tespit etmek amacıyla yapılmıştır. \rAraştırmaya İç Anadolu Bölgesi’nin bir ili merkez \rilçesinde görev yapan 59 İngilizce öğretmeni katılmıştır. \rAraştırmaya katılan öğretmenlere İDEP’e ilişkin \ralgılarını ortaya koymaları için açık uçlu bir anket formu \ruygulanmıştır. Anket formunda öğretmenlerden \r“İngilizce eğitim programı … gibidir; çünkü …” \rcümlesini tamamlamaları istenmiştir. Öğretmenlerin \rİDEP’e ilişkin düşünceleri içerik analizi tekniği ile \rçözümlenmiştir. Araştırma sonucunda öğretmenlerin \rİDEP’e ilişkin olarak toplam 54 adet metafor ürettikleri \rgörülmüştür. Öğretmenler tarafından en çok üretilen \rmetaforlar “hayat, hedefe ulaştıran yol, iskelet ve \ryemek”tir. Öğretmenlerin ürettikleri metaforlardan; \rzaruri/gerekli olarak program, sistematik bir yapı olarak \rprogram, araç/vasıta olarak program, kaynak olarak \rprogram, rehber olarak program, gelişim olarak program, \rçeşitlilik sunan bir yapı olarak program, kararsız ve \rsürekli değişen bir yapı olarak program ve yararsız olarak \rgörülen program olmak üzere toplam 9 kategori \roluşturulmuştur.\rÖğe Investigating EFL Teachers’ Coursebook Dependency: A Convergent Mixed-methods Study(2023) Korkmazgil, SibelExploring English language teachers’ attitudes towards coursebooks is important as there is a connection between teachers’ attitudes, beliefs and practices. In this regard, this study aims to examine English as a foreign language (EFL) teachers’ coursebook dependency and how their dependence varies according to their years of experience, the type of school they work at, program and degree of graduation. Data were collected out of 99 EFL teachers working at primary, secondary and high schools. The study follows a convergent mixed methods design that includes both quantitative and qualitative data sources. Quantitative data were collected through the “Coursebook Dependency Scale” and analyzed on the SPSS 26.0 program. Qualitative data, on the other hand, were gathered through an open-ended questionnaire developed by the researcher that invites the respondents to provide metaphors for coursebooks and analyzed with content analysis. Findings revealed that majority of the teachers are moderately dependent on coursebooks and that their years of experience, school level and academic background do not have a statistically significant effect on their level of coursebook dependency. However, there appears to be a significant difference in the sub-dimension ‘practicality-based dependence’ in favor of those with an experience of 15 to 20 years. Furthermore, majority of the teachers’ metaphorical images fell under the categories of Support and Guidance that were in line with the finding indicating the moderate level of teachers’ coursebook dependency. Exploring teachers’ attitudes towards coursebooks might provide insights into the way they use materials in their teaching and help teachers become more aware of their practices and critical of their dependence on coursebooks, which might well contribute to develop in-service training programs.Öğe Qualities and Qualifications of EFL Professionals: What Do Intensive English Program Administrators Think?(WILEY, 2017) Akcan, Sumru; Aydin, Belgin; Karaman, A. Cendel; Seferoglu, Golge; Korkmazgil, Sibel; Ozbilgin, Alev; Selvi, Ali FuadRecent educational research has underscored the criticality and centrality of teacher quality as a decisive and prominent influence on students' academic growth and success. Consequently, it becomes imperative to define, understand, and study the qualities and qualifications of effective teachers so as to inform preservice and in-service teacher education practices. Therefore, the primary objective of this study was to investigate administrators' views and expectations on teacher recruitment processes and qualities of English language teaching (ELT) professionals who work as instructors in intensive English programs at institutions of higher education in Turkey and Northern Cyprus. The study focused on 19 institutions of higher education in Turkey and Northern Cyprus and utilized a qualitative approach for data collection (semistructured face-to-face interviews, Skype interviews, and written responses) and analysis consistent with the principles of grounded theory methodology. The thematic analysis of the data revealed views on language teacher recruitment processes and practices in higher education and highlighted the vitality of language proficiency, openness for professional development and self-reflection, character, and pedagogical knowledge for ideal applicants for teaching positions. Administrators' perceptions regarding teacher recruitment processes and qualities of ELT professionals offer insights that are useful for developing contextually sensitive preservice and in-service teaching practices.Öğe Teacher professionalism: insights from Turkish teachers of English into the motives that drive and sustain their professional practices(Routledge Journals, Taylor & Francis Ltd, 2021) Korkmazgil, Sibel; Seferoglu, GolgeThis qualitative study aimed to provide an empirical examination of professionalism from the perspectives of practising Turkish teachers of English in order to provide insights into the assumptions and motives that drive and sustain their professional practices. Data were collected from 41 EFL teachers working at public schools through semi-structured interviews. Hermeneutic interpretative phenomenological analysis was administered to analyse these interview data. Data analysis showed that teachers in this study viewed teaching as a profession, not just a job carried out to earn one's living. However, teachers have differing perceptions regarding the nature of this profession. According to the participants in this study, professionalism is exhibited in many ways and encompasses knowledge, skills, attitudes, and behaviours. Results indicated that characteristics of a professional language teacher can be grouped under four categories: personal traits and virtues, subject knowledge, pedagogical knowledge and professional development. While EFL teachers discussed personal traits and values more than any other components of teacher professionalism, teachers' English language proficiency is found to be a basic professional quality.Öğe Technology-Enhanced Genre-Based Writing(Springer Science and Business Media B.V., 2022) Korkmazgil, SibelWriting has gained greater attention in today’s increasingly text oriented world. Technological advances have not only led to the emergence of new digital genres and new writing skills, but also provided new opportunities for learning to write in a second/foreign language. Thus, this chapter aims to discuss how genre-based writing (GBW) mediated through technology can create invaluable opportunities for second language (L2) writers to have knowledge and practice of writing within different genres in- as well as out-of-the class. In this respect, the chapter begins with a brief discussion on the GBW including the concept of genre, sociocultural theories of learning underlying GBW, benefits and challenges of integrating GBW in L2 writing, and the teaching-learning cycle as a teaching methodology that might be used in L2 writing classes. Then, the chapter provides practical suggestions with regard to the integration of several technological tools through GBW tasks and concludes with a sample task which illustrates the stages and procedures in a writing class following a genre-based approach to digital storytelling. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
