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i-manager's Journal on English Language Teaching (JELT)

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Enhancing Bilingual Vocabulary in Government Secondary Schools: Challenges and Suggestions
The Impact of Mobile Learning Applications on the Motivation and Engagement of Iraqi ESP Medical Students in Vocabulary Learning
The Effect of Self-Assessment on High School Students' English Writing Achievement and Motivation
Novice ESL Teachers Experience with Online (E-Learning) Education
Language is Not Taught, It is Caught: Embracing the Communicative Approach in the Primary Classroom

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Volume 12 Issue 3 July - September 2022

Research Paper

The Impact of the Cultural Familiarity of Literary Texts on Learners' Attitudes towards Reading: A Case Study on the Perceptions of L2 English Teachers

Yıldıray Kurnaz* , Erdem Akbaş**

* Department of Foreign Languages, Bayburt Universiry, Merkez, Bayburt, Turkey.

** Department of English Language Teaching, Erciyes University, Turkey.

Kurnaz, Y., and Akbaş, E. (2022). The Impact of the Cultural Familiarity of Literary Texts on Learners' Attitudes towards Reading: A Case Study on the Perceptions of L2 English Teachers. i-manager’s Journal on English Language Teaching, 12(3), 1-12. https://doi.org/10.26634/jelt.12.3.18522

Abstract

The authenticity and familiarity of the reading materials used in English as a Foreign Language (EFL) classes have received a great deal of attention for some time. The aim of the present study is to report on the qualitative analyses of secondary school EFL teachers' perceptions about the influence of cultural familiarity on reading skills development. With the qualitative nature of the data collection and analysis, a deeper insight is sought into EFL teachers' ideas about the issue with a special focus on the factors affecting their perceptions. The participants were three EFL teachers working in different secondary schools in Turkey. For data collection, in addition to completing prior semi-structured interview forms, the teachers completed posterior semi-structured interview forms after implementing two forms of the same text in both control and experimental groups of students. This also enabled the researchers to zoom in on any possible differences in the teachers' views before and after the implementation process. The results showed that the participant teachers' general perceptions about authenticity or familiarity were neither positive nor negative. Detailed analysis showed that both sides claimed to have some advantages and disadvantages even though cultural familiarity was observed to be favoured relatively slightly against authenticity. Also, each teacher, including the one favouring authenticity, stated that their students were relatively more enthusiastic about participating in activities related to the text familiar to their culture. The lack of sample diversity could be considered a limitation of the study as the number of participants were small and they were all working in the same province.

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Research Paper

The Paradigm of English as an International Language (EIL): Tertiary-Level Learning Outcomes from an Expanding Circle Context

Şakire Erbay-Çetinkaya* , Mustafa Naci Kayaoglu**

*-** Department of English Language and Literature, Karadeniz Technical University, Trabzon, Turkey.

Erbay-Çetinkaya, Ş., and Kayaoglu, M. N. (2022). The Paradigm of English as an International Language (EIL): Tertiary-Level Learning Outcomes from an Expanding Circle Context. i-manager’s Journal on English Language Teaching, 12(3), 13-33. https://doi.org/10.26634/jelt.12.3.18613

Abstract

The changing sociolinguistic landscape of English with novel uses and users calls for adjustment of the existing Anglocentric English Language Teaching practices, thereby encouraging paradigm shifts, including Teaching English as an International Language (TEIL). To this end, for a PhD study, an EIL-oriented course was designed and implemented, aiming at promoting understanding and awareness of sociolinguistic realities and the complexity of English, changing attitudes towards diversity, and enhancing proficiency. Later, a course evaluation with 53 preparatory English majoring participants (F = 41, M = 12) was conducted to find out whether it could achieve these designed outcomes. The data was drawn in a mixed-method way from a pre and post-treatment questionnaire and focus-group interviews. The participants' understanding and awareness improved, and most took positive attitudes towards EIL, and their listening, interaction, and critical thinking skills broadened. Yet, it was also found that because some still regarded Americans and the British as the custodians, they viewed diversity as corruption, thereby tending to see Standard English as the only instructional variety to be brought to the classroom. In the end, ways to turn the classroom into an EIL-sensitive, interactive, and authentic atmosphere to give students a real reason to communicate, hear, and respect differences at both linguistic and cultural levels were suggested.

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Research Paper

ELF Perceptions of English Major University Students of a State University in the Eastern Anatolia Region of Turkey

Furkan Canbay* , Bena Gül Peker**

* Atatürk University, Erzurum, Turkey.

** Gazi University, Ankara, Turkey.

Canbay, F., and Peker, B. G. (2022). ELF Perceptions of English Major University Students of a State University in the Eastern Anatolia Region of Turkey. i-manager’s Journal on English Language Teaching, 12(3), 34-43. https://doi.org/10.26634/jelt.12.3.18825

Abstract

The study was carried out to investigate English as Lingua Franca (ELF) perceptions of English major students. It was done in qualitative research design with the participation of 100 students from two departments at a state university in the Eastern Anatolia Region of Turkey. Fifty students were chosen from each of the English language teaching department, the English language and literature department by means of convenience sampling. A structured interview was conducted for data collection. The data were collected through a questionnaire which included 15 questions about ELF approach. It was followed by two focus group interviews, which included 10 students. `After data analysis, six themes emerged about their ELF perceptions. It was found that the participants had a lack of awareness about the ELF paradigm. Although they had some ideas about the term, these ideas were mainly incomplete and unilateral. They are typically seen as incompetent in ELF. It was suggested that an extensive course regarding ELF could be presented to students in the education program which they got.

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Using Code Switching and L1 by Teachers: A Qualitative Meta Synthesis by Entreq Statement (1999-2021)

Tugba Inciman Celik* , C. Akay**

*-** Department of Curriculum and Instruction, University of Mersin, Mersin, Turkey.

Celik, T. I., and Akay, C. (2022). Using Code Switching and L1 by Teachers: A Qualitative Meta Synthesis by Entreq Statement (1999-2021). i-manager’s Journal on English Language Teaching, 12(3), 44-60. https://doi.org/10.26634/jelt.12.3.18617

Abstract

The aim of this research is to interpret and discuss the findings of qualitative research that has put forward the teachers' opinions, code switching and using L1 (First lanaguage) through a systematic research method in education called "meta-synthesis." As a result of this meta-synthesis research (N = 18), the teachers stated that they generally viewed the use of L1 and code switching in the classrooms positively. Academic, managerial, social or cultural factors and pedagogical purposes themes were reached as the cause of using L1 in the classes. Moreover, subthemes were to teach difficult grammar, to practice vocabulary and enhance pronunciation, to check comprehension, to give instruction, to maintain discipline, to save time, to make students feel comfortable (decreasing student stress and anxiety), and connected to their teacher, to motivate, to maintain interaction, making students not having enough proficiency to understand, to talk about feelings, emotions, culture, experience (pedagogical matters), etc. In addition, teachers also drew attention to the controlled use of L1 or code switching in the classroom. On the other hand, some teachers did not find the use of L1 or code switching appropriate, and the themes related to these were to create an authentic learning environment and to capture attention.

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Research Paper

Using Electronic-Collaborative Mentoring in Higher Education-Bettering ELT Student Teaching Practice Processes

Erdem Aksoy*

Department of English Language Teaching, TED University, Ankara, Turkey.

Aksoy, E. (2022). Using Electronic-Collaborative Mentoring in Higher Education- Bettering ELT Student Teaching Practice Processes. i-manager’s Journal on English Language Teaching, 12(3), 61-75. https://doi.org/10.26634/jelt.12.3.18675

Abstract

This study aims to improve English Language Teaching (ELT) student teachers' teaching practice process with comprehensive and diverse feedback from four different mentors (two national and two international) and to help them better prepare lesson plans and micro-teaching considering intercultural perspectives. Non-parametric tests were used to analyze quantitative data gathered from the scores of five lesson plans and micro-teachings. Qualitative data were obtained from the written feedback to lesson plans, oral feedback to micro teachings and interviews, and analyzed by content analysis. Results showed that mentees' lesson plan and micro teaching scores increased significantly over the semester and this was especially notable in mentees' first three lesson plans and micro teaching. All participants favoured the study activities and suggested that e-co mentoring should be implemented together with face-to-face mentoring in some periods.

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[28]. Tinoco-Giraldo, H., Sanchez, E. M. T, & García- Peñalvo, F. J. (2020). E-mentoring in higher education: A structured literature review and implications for future research. Sustainability, 12(11), 4344. https://doi.org/10.3390/su12114344

[29]. Zeichner, K. (1996). Designing Educative Practicum Experiences for Prospective Teachers. In K. Zeichner, S. Melnick, & M. L. Gomez (Eds.), Currents of Reform in Preservice Teacher Education (pp. 215-234). New York: Teachers College Press.

[30]. Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1-2), 89-99. https://doi.org/10.1177/0022487109347671

i-manager's Journal on English Language Teaching (JELT)

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Volume 12 Issue 3 July - September 2022

The Impact of the Cultural Familiarity of Literary Texts on Learners' Attitudes towards Reading: A Case Study on the Perceptions of L2 English Teachers

Yıldıray Kurnaz* , Erdem Akbaş**

* Department of Foreign Languages, Bayburt Universiry, Merkez, Bayburt, Turkey. ** Department of English Language Teaching, Erciyes University, Turkey.

Kurnaz, Y., and Akbaş, E. (2022). The Impact of the Cultural Familiarity of Literary Texts on Learners' Attitudes towards Reading: A Case Study on the Perceptions of L2 English Teachers. i-manager’s Journal on English Language Teaching, 12(3), 1-12. https://doi.org/10.26634/jelt.12.3.18522

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The Paradigm of English as an International Language (EIL): Tertiary-Level Learning Outcomes from an Expanding Circle Context

Şakire Erbay-Çetinkaya* , Mustafa Naci Kayaoglu**

*-** Department of English Language and Literature, Karadeniz Technical University, Trabzon, Turkey.

Erbay-Çetinkaya, Ş., and Kayaoglu, M. N. (2022). The Paradigm of English as an International Language (EIL): Tertiary-Level Learning Outcomes from an Expanding Circle Context. i-manager’s Journal on English Language Teaching, 12(3), 13-33. https://doi.org/10.26634/jelt.12.3.18613

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ELF Perceptions of English Major University Students of a State University in the Eastern Anatolia Region of Turkey

Furkan Canbay* , Bena Gül Peker**

* Atatürk University, Erzurum, Turkey. ** Gazi University, Ankara, Turkey.

Canbay, F., and Peker, B. G. (2022). ELF Perceptions of English Major University Students of a State University in the Eastern Anatolia Region of Turkey. i-manager’s Journal on English Language Teaching, 12(3), 34-43. https://doi.org/10.26634/jelt.12.3.18825

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Using Code Switching and L1 by Teachers: A Qualitative Meta Synthesis by Entreq Statement (1999-2021)

Tugba Inciman Celik* , C. Akay**

*-** Department of Curriculum and Instruction, University of Mersin, Mersin, Turkey.

Celik, T. I., and Akay, C. (2022). Using Code Switching and L1 by Teachers: A Qualitative Meta Synthesis by Entreq Statement (1999-2021). i-manager’s Journal on English Language Teaching, 12(3), 44-60. https://doi.org/10.26634/jelt.12.3.18617

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Using Electronic-Collaborative Mentoring in Higher Education-Bettering ELT Student Teaching Practice Processes

Erdem Aksoy*

Department of English Language Teaching, TED University, Ankara, Turkey.

Aksoy, E. (2022). Using Electronic-Collaborative Mentoring in Higher Education- Bettering ELT Student Teaching Practice Processes. i-manager’s Journal on English Language Teaching, 12(3), 61-75. https://doi.org/10.26634/jelt.12.3.18675

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* Department of Foreign Languages, Bayburt Universiry, Merkez, Bayburt, Turkey.

** Department of English Language Teaching, Erciyes University, Turkey.

* Atatürk University, Erzurum, Turkey.

** Gazi University, Ankara, Turkey.