Table Of Contents
- About the author(s)/editor(s)
- About the book
- This eBook can be cited
- Table of Contents
- List of Reviewers
- Notes on Contributors
- Editor’s Foreword
- Foreword by Graham Hall
- Section I Use of technology in ELT
- Anonymous Multi-Mediated Writing Model: Peer Feedback Exchange in EAP (Salim Razı)
- The Effectiveness of Peer Editing in Motivating Learners to Write in English (İsmail Çakır & Buse Doğar Kayadelen)
- Does Bimodal Subtitling Effect Listening Comprehension in EFL Contexts? (Mustafa Şevik)
- Lifelong Learning with Virtual Classrooms: Edmodo (Müfit Şenel & Deren Başak Akman Yeşilel)
- Turkish EFL Teachers’ Perceptions about the Transferability of an Online Call Training (Behice Ceyda Cengiz)
- Section II Learners and learning in ELT
- Multi-Dimensional Classroom Engagement in EFL Contexts (Ali Dinçer, Savaş Yeşilyurt & Hakan Demiröz)
- A Psycholinguistics Case Study: Sociodemographic Variables on Intrinsic and Extrinsic Motivation in EFL Context (Hakan Aydoğan)
- Turkish EFL Students’ Perspectives Regarding Responsibilities in Reducing Foreign Language Classroom Anxiety (Turgay Han & Nilüfer Aybirdi)
- Learners’ Report of Strategy-Use at Self-Access Centers (Nihan Erdemir Şahbaz)
- An Investigation into Molecular Biology and Genetics Department Students’ Academic English Writing Needs (Veysel Emir Eke & Ece Zehir Topkaya)
- Metacognition: The Road to Success for ELT Students (Senem Üstün Kaya)
- Section III Issues in teacher education in ELT
- Pre-Service Teachers’ Preparedness to Teach: Perceptions of Collaborating Teachers (Handan Çelik & Ece Zehir Topkaya)
- Toward Interculturality in Language Teacher Training (Nilgün Yücel & Aysun Yavuz)
- Fostering CERF-Awareness of Prospective Language Teachers (Yasemin Kırkgöz)
- Teacher Qualifications for Young Learners: Through the Eyes of Private Schools (Esim Gürsoy & Ayla Tohumat)
- Pre-Service Teacher Cognition: A Case Study in Pedagogical Formation Certificate Program (Ayhan Kahraman)
- Drama Techniques as Tools for EFL Teacher Training: Pre-Service Teachers’ Views (Süleyman Başaran)
- A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University (Mustafa Çoban, Özgür Şahan & Kari Coffman Şahan)
- Pre-Service Teachers’ Perceptions of EFL Teacher Education (Veysel Emir Eke & Salim Razı)
- Section IV Post-Graduate education in ELT
- Academics’ Use of Mediation Theory Aspects in ELT Post-Graduate Programs (Mehmet Asmalı & Aysun Yavuz)
- Language Socialization in a Graduate Course (Burcu Başoğlu)
An undertaking of this nature cannot be carried out without the participation of many people and this case is no exception. I would therefore like to acknowledge the valuable efforts of all who have been involved in the process. First and foremost, I would like to express my gratitude to my editorial advisor, Graham Hall, with whom it has been a pleasure and an honour for me and my team to cooperate. Special thanks are also due to my colleagues in the ELT Department of Çanakkale Onsekiz Mart University, without whom this publication would not have been produced. I extend my thanks to Ece Zehir Topkaya and Salim Razı for providing an organizational framework and coordinating the contributions of the various participants, both within and outside the department. I am grateful to Aysun Yavuz for her sustained encouragement and practical and moral support for all aspects and at all stages of this enterprise. I would like to thank Meryem Altay for the contributions she made to the proof-reading and editing processes and, last but not least, I wish to thank Veysel Emir Eke, Rümeysa Pektaş and Havva Sümeyra Pektaş for shouldering the day-to-day mundane organizational tasks and communication between writers, editors and others, thus ensuring the smooth running and ultimate success of the undertaking. Finally, I am grateful to the staff at Peter Lang, especially Esra Bahşi, the Senior Acquisitions Editor, who provided much valuable advice and encouragement, enabling us to bring this project to fruition.
ELT Research Conference Chair
Ayşegül Amanda Yeşilbursa
Ece Zehir Topkaya
Gonca Yangın Ekşi
Hacer Hande Uysal
Kemal Sinan Özmen
Muhlise Coşkun Ögeyik
Nurdan Özbek Gürbüz
Mehmet Sercan Uztosun
Zübeyde Sinem Genç
Mehmet Asmalı is an instructor at School of Foreign Languages of Bandırma Onyedi Eylül University, Bandırma/Balıkesir, Turkey. He holds a PhD in English Language Teaching at Çanakkale Onsekiz Mart University, Turkey. He is interested in pragmatics, individual differences in language learning, teaching English to young learners, and teacher education.
Nilüfer Aybirdi is currently doing her PhD at Atatürk University. She graduated from department of English Language Teaching, Gazi University, Turkey in 2011. She worked as an instructor at Ardahan University between the years of 2011 and 2013. Later on, she started working as a research assistant at Kafkas University. She got her Master’s Degree from Kafkas University, Department of English Language and Literature in 2014. Her research areas are English language learning anxiety and teaching language skills.
Hakan Aydoğan is an instructor at Muğla Sıtkı Koçman University. He has B.Sc. and MSc Degrees from Dokuz Eylul University, Turkey and he completed his PhD in Bosnia and Herzegovina. He taught Turkish for four years in Ukraine and Finland by the appointments of Inter-ministerial Joint Culture Commission and was lecturer respectively at Izmir Institute of Technology, Celal Bayar University. His main areas of interests are psycholinguistics, cognitive linguistics, foreign language teaching methodology and so forth.
Deren Başak Akman is an assistant professor in English Language Teaching department at Samsun Ondokuz Mayıs University. She has been teaching “Approaches to ELT” and “Listening and Speaking” courses. Her fields of interest are materials development and teaching language through technology.
Süleyman Başaran is currently an assistant professor in the Foreign Languages Department, Dicle University, Turkey. He teaches Language Acquisition, Language Teaching Methods and Educational Drama courses at the department. His research interests include educational technology and drama in language learning.
Burcu Başoğlu is a lecturer at English Language Teaching (ELT) Department of Başkent University. In 2008, she graduated from Başkent University, English Language Teaching Department. Later, she pursued her Master’s Degree in Teaching ← 13 | 14 → English as a Second Language (TESL) at University of Idaho/USA and completed in 2011. After that she went to Indiana University of Pennsylvania/USA to do my PhD in Teaching English to Speakers of Other Languages (TESOL). Currently, she is both working on her dissertation and also working as a lecturer.
Kari Coffman Şahan is a PhD student in the Department of Education at the University of Oxford. She was a Fulbright grantee from 2012–2014 in Turkey and worked as Fulbright ETA Advisor from 2014–2016. Her research interests include English medium instruction and global Englishes.
Behice Ceyda Cengiz works as a lecturer at the department of Applied English and Translation at Bülent Ecevit University. She is current PhD student at the department of Computer Education and Instructional Technology at METU. She holds BA and MA degrees from the department of Foreign Language Education at Middle East Technical University (METU).
İsmail Çakır is an associate professor in the Department of Foreign Language Education at Erciyes University, Turkey. He holds a bachelor’s degree in ELT from Gazi University, Turkey; a master’s of education degree in ELT from Gazi University, Turkey, and a doctoral degree in English Language Teaching from Hacettepe University, Turkey. Some of his professional interests include teaching language skills, teaching methods and approaches to English language, teaching of culture, teaching vocabulary, and materials development and evaluation in foreign language teaching. His publications include articles in various national and international journals and book chapters.
Handan Çelik, PhD, is an EFL instructor at Trakya University, Turkey. Her current research focuses on English language teacher education and pre-service English language teachers’ perceptions of preparedness to teach.
Mustafa Çoban works as an EFL instructor at the School of Foreign Languages of Bursa Technical University, Turkey. He is also a PhD student at Çanakkale Onsekiz Mart University, Turkey. His research interests are second language writing, corpus linguistics, language policy and planning.
Ali Dinçer is an assistant professor in the Department of English Language Teaching at Erzincan University, Turkey. His research interests include L2 motivation, classroom engagement and teacher-student relationships in EFL classrooms. ← 14 | 15 →
Hakan Demiröz is an assistant professor in the Department of English Language Teaching at Cumhuriyet University, Turkey. His research interests include second language acquisition, writing, reading, teacher education and qualitative research.
Buse Doğar Kayadelen is an English teacher at Tekden Primary School in Istanbul. She is pursuing an MA degree in the Department of English Language and Literature at Erciyes University. She works on use of corpus in teaching writing in English as a Second Language, material development, and peer editing.
Veysel Emir Eke is a research assistant at the ELT of Muş Alparslan University, Turkey. He is a PhD candidate in ELT Department at Çanakkale Onsekiz Mart University, Turkey. His main research interests focus on foreign language education policy, programme evaluation, curriculum renewal and innovation management in language teaching, instructional technologies and material development, and pre-service EFL teacher education.
Nihan Erdemir Şahbaz is a PhD candidate at Gazi University, Turkey. She completed her undergraduate studies in ELT at Middle East Technical University, Turkey and held a master’s degree in English language and linguistics from University of Vienna, Austria. Her research interests are in the areas of pedagogical translation, writing and corpus linguistics.
Esim Gürsoy is an associate professor at the ELT Department of Uludağ University, Turkey. She holds an M.A. in teacher education from Ohio University, USA and a Ph.D in English Language Teaching from Anadolu, University, Turkey. She has published many research articles in international journals. She has authored and edited books and book chapters. Her research interests include TEYL, pre-service teacher education, and teaching practice.
Graham Hall is an associate professor of Applied Linguistics/TESOL at Northumbria University, UK. He is editor of ELT Journal, and also edited The Routledge Handbook of English Language Teaching (2016). He is the author of Exploring English Language Teaching: language in action (Routledge, 2011), which was the winner of the 2012 British Association for Applied Linguistics (BAAL) book prize.
Turgay Han is assistant professor of English. After teaching for ten years at Kafkas University, he joined Kafkas university in 2016. His areas of research center on EFL measurement and assessment issues, individual differences in language ← 15 | 16 → learning and his areas of scholarship include assessing language skills, using G-theory to examine score variability and reliability of EFL writing assessments.
Ayhan Kahraman is currently working as an associate professor at Dumlupınar University, Kutahya-Turkey. He received his Ph.D. from the ELT department at Hacettepe University, Ankara-Turkey. He offers courses at the graduate and undergraduate levels. His interests include educational psychology, ESP, teacher training, individual differences, and general issues encountering in ELT.
Yasemin Kırkgöz is a professor doctor of English Language Teaching at Çukurova University, Turkey. She completed her PhD at Aston University, England. She has published on language policy, curriculum design and innovation management, teaching English to young learners, teacher education and integrating technology in language teaching.
Salim Razı is an assistant professor at the ELT Department of Canakkale Onsekiz Mart University, Turkey where he trains EFL teachers and offers graduate courses. He developed anonymous multi-mediated writing model and was awarded with Turnitin Global Innovation Awards in 2015. He has recently been involved in a European Union funded project on the establishment of European Network for Academic Integrity.
Mustafa Şevik is currently working as an associate professor at Faculty of Education, Department of ELT at Mehmet Akif Ersoy University, in Burdur-Turkey. His main interests are teaching English to young learners and English language teacher education. He has published various articles and two books about English language teaching.
Özgür Şahan works as an EFL instructor at the School of Foreign Languages of Bursa Technical University,Turkey. He is also a PhD student at Çanakkale Onsekiz Mart University, Turkey. His research interests are second language writing, writing performance assessment, ESP/EAP, and intercultural communication.
- ISBN (PDF)
- ISBN (ePUB)
- ISBN (MOBI)
- ISBN (Hardcover)
- Publication date
- 2017 (July)
- applied linguistics classroom research ELT in Turkey post-graduate education teacher education use of technology
- Frankfurt am Main, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, 2017. 278 pp., 10 fig., 61 tables