10 research outputs found
Beliefs about foreign language learning among students training to teach english as a foreign language
No full textTeachers' beliefs and theoretical knowledge have important effects on their classroom practice and teaching methodology. As trainee teachers' beliefs are critical to their professional development, and ultimately to their learners' improvement, an investigation of the language learning beliefs of trainee English as a foreign language teachers is particularly important. In keeping with this idea, the author examined the key beliefs trainee teachers held relating to language learning during their period of training. Although a few developmental changes were found over the period of training, the overall responses of the trainee teachers remained the same throughout the years of training in most of the beliefs researched. © Society for Personality Research
Developing learner autonomy in the language class in Turkey: Voices from the classroom
No full textThis article draws on qualitative interview data from a case study of an English teacher in Turkey. It explores the implementation of learner autonomy in English as a foreign language classroom and identifies the challenges, such as students' negative attitudes towards classroom practices, dissatisfaction with the language learning activities and lack of motivation among the students, the teacher encountered while promoting learner autonomy. The main purpose of the paper is to analyse the issues that have emerged during the process of implementing learner autonomy in language learning with specific reference to the case study conducted and to discuss the themes relevant to its classroom practice. © 2011 Education Research Institute, Seoul National University, Seoul, Korea
Exploring Relations between Pre-Service English Teachers' Psychological and Social Well-Being and their Perceptions of Positive Classroom Environment
No full textThis paper reports on findings of a research study that sought to investigate the relationship between classroom environment and candidate teachers' social and psychological wellbeing. Dimensions of psychological and social well-being models include constructs such as personal growth, positive relations with others, and social contribution. Such constructs have impacts on teachers' creating a positive classroom environment, which is a predictor of students' academic achievement. Therefore, this study aims at exploring whether and how psychological and social well-being shape candidate teachers' perceptions of positive classroom environment. To address the focus of this study, the data were collected from 157 senior students at the English Language Teaching department through three questionnaires. The questionnaires measured mainly three variables: Participants' perceptions of positive classroom environment and their psychological and social well-being. The relationships between these variables were tested through Structural Equation Model (SEM) using AMOS (22.0). The results of the study revealed some significant relationships between some of the dimensions only, which may indicate that the participant pre-service teachers are expected to promote positive classroom environment in some aspects, but not all. Regarding this, the study provides valuable suggestions to be included in teacher development programs.This paper reports on findings of a research study that sought to investigate the relationship between classroom environment and candidate teachers' social and psychological wellbeing. Dimensions of psychological and social well-being models include constructs such as personal growth, positive relations with others, and social contribution. Such constructs have impacts on teachers' creating a positive classroom environment, which is a predictor of students' academic achievement. Therefore, this study aims at exploring whether and how psychological and social well-being shape candidate teachers' perceptions of positive classroom environment. To address the focus of this study, the data were collected from 157 senior students at the English Language Teaching department through three questionnaires. The questionnaires measured mainly three variables: Participants' perceptions of positive classroom environment and their psychological and social well-being. The relationships between these variables were tested through Structural Equation Model (SEM) using AMOS (22.0). The results of the study revealed some significant relationships between some of the dimensions only, which may indicate that the participant pre-service teachers are expected to promote positive classroom environment in some aspects, but not all. Regarding this, the study provides valuable suggestions to be included in teacher development programs
Educating the 21st Century Language Teacher
No full textThis study engages with how prospective teachers of English (PTEs) conceptualize intercultural communicative competence (ICC). In particular, we focus on the underlying sources that influence the development of ICC for pre-service teachers in a teacher education program in Turkey. A self-assessment scale and semi-structured interviews were used as data collection tools. The results reveal that the definition of ICC is vague among the PTEs, and their understanding of it is insufficient. In particular, while they can provide a definition of ICC, they rarely mention characteristics beyond linguistic competence. Further to this, travel and exchange programs, as well as peer interactions are the primary sources of ICC as reported by PTEs; while academic courses have no statistically significant contribution.
Keywords: intercultural communicative competence; prospective teachers of English; perception; contributing sources; academic program
Cette étude porte sur la façon dont les futurs enseignants d’anglais conçoivent la compétence communicative interculturelle (CCI). Plus particulièrement, nous nous penchons sur les sources sous-jacentes qui influencent le développement de la CCI chez les enseignants en formation dans un programme de formation à l’enseignement en Turquie. Une grille d’autoévaluation et des entrevues semi-structurées ont servi d’outils de collecte de données. Les résultats indiquent que la définition de la CCI est vague chez les futurs enseignants d’anglais et qu’ils possèdent insuffisamment de connaissances à ce sujet. Notamment, même s’ils sont en mesure de fournir une définition de la CCI, ils en notent rarement les caractéristiques autres que la compétence linguistique. De plus, comme sources principales de CCI, les futurs enseignants d’anglais nomment les voyages, les programmes d’échange et les interactions avec les pairs; les cours académiques n’y contribuent pas de façon statistiquement significative.
Mots clés : compétence communicative interculturelle; futurs enseignants d’anglais; perception; sources contributrices; programme académiqu
The influence of higher education experiences on ELT students’ learning outcomes
No full textAbstractThis study identifies and discusses whether and to what extent the learning outcomes are achieved in ELT Departments of two Turkish Universities based on the following two frameworks: The European Profile for Language Teacher Education and Framework of Turkish Higher Education Competencies. Findings regarding the contributions of in or out of class experiences to these expected outcomes are also discussed. The analyses demonstrate that not all these outcomes have been achieved and that what happens outside the classroom needs to be focused more to give the trainee teachers access to essential learning opportunities during their education
A case study: Two teachers' reflections on the ELP in practice
No full textWe conducted an action research study with a group of EFL teachers in our local area in order to establish the grounds for the use of the European Language Portfolio (ELP) and the Common European Framework of Reference in local state schools. This paper reports on the way we conducted this study and the cycles we went through, specifically focusing on two teachers' experiences of the ELP in practice. © The Author 2009. Published by Oxford University Press; all rights reserved
Turkish Five-Factor Borderline Inventory-Short Form
No full textThe dataset includes item-level responses to the Five Factor Borderline Inventory Short Form from both the initial assessment and the retest. All items are labeled in Turkish, exactly as they were presented to participants in the survey. For the Five Factor Borderline Inventory Short Form, total scores and subscale scores are provided.
In addition, the dataset contains total and subscale scores for the Borderline Personality Questionnaire and the Big Five Inventory.
The data are uploaded as an SPSS (.sav) file. All data have been fully anonymized, and no direct or indirect personal identifiers are included.
If you would like more information about the dataset or have any questions, please contact the corresponding author at [email protected] or [email protected]
Thematic Content Analysis of Repugnant Intrusions in Highly Religious Canadian and Turkish Samples
No full text© 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.The degree of religiosity, a culturally relevant concept, has been associated with obsessive phenomena such as obsessional symptoms, the nature of unwanted intrusive thoughts, and responses to intrusive thoughts. Although previous research reported that repugnant (i.e., sexual and religious) intrusions had the lowest endorsement rates, these were also the most difficult to control and more likely to turn into obsessions. Highly religious individuals are more likely to be distressed by repugnant intrusions as the repugnant nature of intrusive thoughts critically threatens the perceived self. Thus, individuals with high religiosity may be more likely to respond to repugnant intrusions with dysfunctional strategies and thus become more vulnerable to OCD. This study presents the endorsement rates and qualitative features of sexual and religious intrusions among highly religious Canadian and Turkish samples. Highly religious participants were interviewed using the International Intrusive Thoughts Interview Schedule (IITIS). Thematic content analysis of the IITIS data was conducted with MAXQDA. Sexual intrusion themes of Forceful Sex, Gay Sex, Immoral Sex, and Sex with Undesirable People were identified in both samples. Religious intrusion themes of Questioning, How They Are Perceived by God, Violating Religious Doctrines, Punishment by God, and Worship also emerged in both samples. The percentages of these themes suggested the presence of cross-cultural qualitative similarities and differences
The Clinical and Mutational Spectrum of 69 Turkish Children with Autosomal Recessive or Autosomal Dominant Polycystic Kidney Disease: A Multicenter Retrospective Cohort Study
No full textArticle; Early AccessIntroduction: Autosomal recessive polycystic kidney disease (ARPKD) is associated with pathogenic variants in the PKHD1 gene. Autosomal dominant polycystic kidney disease (ADPKD) is mainly associated with pathogenic variants in PKD1 or PKD2. The preŞent study aimed to identify the clinical and genetic features of Turkish pediatric ARPKD and ADPKD patients. Methods: This multicenter, retrospective cohort study included 21 genetically confirmed ARPKD and 48 genetically confirmed ADPKD patients from 7 pediatric nephrology centers. Demographic features, clinical, and laboratory findings at preŞentation and during 12-month intervals were recorded. Results: The median age of the ARPKD patients at diagnosis was lower than the median age of ADPKD patients (10.5 months [range: 0-15 years] vs. 5.2 years [range: 0.1-16 years], respectively, [p = 0.014]). At the time of diagnosis, the median eGFR in the ARPKD patients was lower compared to that of ADPKD patients (81.6 [IQR: 28.7-110.5] mL/min/1.73 m(2) and 118 [IQR: 91.2-139.8] mL/min/1.73 m(2), respectively, [p = 0.0001]). In total, 11 (52.4%) ARPKD patients had malnutrition; 7 (33.3%) patients had growth retardation at preŞentation; and 4 (19%) patients had both malnutrition and growth retardation. At diagnosis, 8 (16.7%) of the ADPKD patients had malnutrition, and 5 (10.4%) patients had growth retardation. The malnutrition, growth retardation, and hypertension rates at diagnosis were higher in the ARPKD patients than the ADPKD patients (p = 0.002, p = 0.02, and p = 0.0001, respectively). ARPKD patients with malnutrition and growth retardation had worse renal survival compared to the patients without (p = 0.03 and p = 0.01). Similarly, ADPKD patients with malnutrition had worse renal survival compared to the patients without (p = 0.002). ARPKD patients with truncating variants had poorer 3- and 6-year renal outcome than those carrying non-truncating variants (p = 0.017). Conclusion: Based on renal survival analysis, type of genetic variant, growth retardation, and/or malnutrition at preŞentation were observed to be factors associated with progression to chronic kidney disease (CKD). Differentiation of ARPKD and ADPKD, and identification of the predictors of the development of CKD are vital for optimal management of patients with ARPKD or ADPKD.Scientific Research Projects Coordination Unit of Hacettepe University [TTU-2019-17817]This study was performed as a thesis in pediatrics of the first author and was supported by the Scientific Research Projects Coordination Unit of Hacettepe University (Project No. TTU-2019-17817)
