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  • Küçük Resim
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    A comprehensive understanding of influential factors on English language teachers’ identity: using meta-synthesis and confirmatory factor analysis
    (Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Efe, Burak
    Teacher identity is a multifaceted construct that shapes teachers’ beliefs, practices, andprofessional development. This study aimed to explore the key factors influencing English language teachers’ identity and develop a validated instrument to describe this complex construct. Employing a mixed-methods approach, the study consisted of two phases: (1) a metasynthesis of the research carried out in 23 years to identify factors shaping teacher identity, thematic analysis and expert validation to group these factors into coherent themes, and (2) quantitative validation of the English Language Teachers’ Identity Questionnaire (ELTIQ) through reliability analysis, correlation analysis, and confirmatory factor analysis (CFA). The meta-synthesis and thematic analysis identified 11 themes representing the dimensions of teacher identity: Demographics, Self, Teaching Enthusiasm, Emotional Labour, Community Engagement, Robust Literacy, Investment, Constraints, Adaptability, Learner Voice, and Metaphors. After reliability analysis, the theme, Demographics, was removed and the remaining 10 themes reflect the interplay of personal, professional, and contextual dimensions that shape teachers’ roles and experiences. The ELTIQ demonstrated high internal consistency and structural validity, with CFA results showing a good model fit. The study also revealed significant correlations among the themes, highlighting their dynamic interrelationships in shaping teacher identity. This research provides a comprehensive understanding of English language teachers’ identity and offers a robust tool for further research and professional development. The findings contribute to the literature by emphasizing the ultidimensional and context-sensitive nature of teacher identity. Implications include the use of the ELTIQ for crosscultural studies, longitudinal research, and practical pplications in teacher education and policy-making. Future research should validate the ELTIQ in diverse contexts and explore additional dimensions to deepen the understanding of teacher identity as an evolving construct.
  • Küçük Resim
    Öğe
    The effect of peer feedback on students' overall writing performance and their attitudes toward peer feedback
    (Çağ Üniversitesi Sosyal Bilimler Enstitüsü, 2014) Efe, Burak; Şahinkarakaş, Şehnaz
    Bu çalışma akran geridönütünün öğrencilerin genel yazma performansına olumlu bir etkide bulunup bulunmayacağını ve onların akran geridönütüne karşı tutumlarını araştırmayı amaçlar. Bu çalışma Zirve Üniversitesi Yabancı Diller Yüksekokulu D kurunda öğrenim gören 32 öğrenci ile yürütülmüştür. Hem deney hem de control grubunda 16 öğrenci bulunmaktaydı. Çalışma 7 hafta sürdü. Bilgi toplamak için bir ön test, bir son test ve açık uçlu sorulardan oluşan bir anket kullanıldı. Ön test ve son test sonuçları SPSS programında karşılaştırıldı ve anket de içerik analizi yöntemiyle incelendi. Çalışmanın sonuçlarına gore deney grubundaki öğrencilerin ön test ve son test sonuçları arasında istatistiksel olarak anlamlı bir farklılık ortaya çıktı. Anket sonuçları da öğrencilerin akran geridönütüne karşı olumlu bir tutum sergilediklerini gösterdi.