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    A case study: two teachers' reflections on the ELP in practice
    (Oxford Unıv Press, 2010) Sahinkarakas, Sehnaz; Yumru, Hülya; İnözü, Julide
    We 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.
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    E-Mentoring as a professional teacher development tool
    (IGI GLOBAL, 2017) Çetin, Muzaffer; Sahinkarakas, Sehnaz
    This action research study was aimed at exploring how a collaborative e-mentoring platform can be used as a supplemental tool for professional teacher development, specifically on the issue of formative assessment practices. The platform consisted of a group of eight volunteer teachers working in locationally disadvantaged areas and the mentors. Five modules were prepared and implemented based on the needs of the teachers, and the data were collected constantly from various sources throughout the study. The analysis of data revealed two basic themes: Positive aspects and challenges of e-mentoring. Overall, the study revealed that most of the teachers believed in the importance of having professional development support through e-mentoring because it could break down the locational barriers between teachers. Although there were some difficulties such as the unique problems or heavy workloads of the teachers, it still had implications for broader expressions for professional development.
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    Exploring relations between pre-service english teachers' psychological and Social well-being and their perceptions of positive classroom environment
    (2016) Inozu, Julide; Sahinkarakas, Sehnaz
    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.
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    Exploring Relations between Pre-Service English Teachers' Psychological and Social Well-Being and their Perceptions of Positive Classroom Environment
    (Hacettepe Univ, Elt Dept, 2016) Inozu, Julide; Sahinkarakas, Sehnaz
    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. (c) 2016 EJAL & the Authors. Published by Eurasian Journal of Applied Linguistics (EJAL).
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    Foreign Language Learners' Uncertainty Experiences and Uncertainty Management
    (Springer/Plenum Publishers, 2024) Dagtas, Aysun; Sahinkarakas, Sehnaz
    Uncertainty is unavoidable in life; it is also an indispensable characteristic of educational settings. The process of learning a foreign language naturally involves interaction and coconstruction of knowledge. During this process, students may encounter uncertainty from a variety of sources, including the course, context, friends, or the teacher. Besides, to communicate meaningfully, the mutual effort of both the listener and the speaker is needed to deal with uncertainty. Considering this, the present study makes an effort to comprehend how learners appreciate and manage uncertainty in language learning environments. Although uncertainty is considered a multidisciplinary research topic, a limited number of studies are found in the literature which examine how students experience uncertainty and how they react to it. Regarding foreign language learning, related research focused on a specific form of uncertainty, Tolerance of Ambiguity, which is conceptualized as a cognitive style. In-class pen-and-paper surveys, reflective journals, video recordings, and stimulated recall interviews were the instruments used to gather data. The findings demonstrate that language learners frequently encounter uncertainty during the language learning process due to course-related, cognitive, and social factors, and learners may appreciate uncertainty in both positive and negative ways. Additionally, learners' emotional reactions to uncertainty depend on their positive or negative appraisals of uncertain situations. By recognizing and embracing uncertainty, language learners will adapt to it and be able to handle it through a variety of techniques. The results suggest that learners employ a variety of strategies, such as reducing, maintaining, and resolving uncertainty as well as ignoring uncertainty.
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    ‘I am not a good teacher’: Unpacking an early-career teacher’s emotions and professional identity development during disorienting times
    (Taylor and Francis, 2024) Yildirim, A. Beyza Sahin; Sahinkarakas, Sehnaz; Tokoz, Fatma
    The global pandemic profoundly affected education worldwide and took emotional tolls on learners and teachers. A better understanding of early-career language teachers’ feelings and their perceived need for support during this confusing time requires additional analysis. Therefore, this study investigates how an early-career language teacher responded to the pandemic during her first year of teaching through her emotions, professional identity development, and behavioural patterns. The study employs a mixed-method approach—a case study, through the lens of the complex dynamic systems theory, and the idiodynamic method to permit a comprehensive understanding of the relevant phenomena. Findings suggest that emphasizing emotion in language teaching and encouraging professional identity development could help early-career teachers respond to pandemic-related challenges. These results have implications for policymakers and teachers and contribute to research regarding the effects of pandemics on teacher education. © 2024 selection and editorial matter, Myint Swe Khine and Abdulghani Muthanna.
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    The role of teaching experience on teachers' perceptions of language assessment
    (ELSEVIER SCIENCE BV, 2012) Sahinkarakas, Sehnaz; Uzunboylu, H.
    For assessment to have an impact on student achievement, teachers need to see assessment as an integral part of the instructional process rather than as an evaluation device to determine students' grades. The present study aimed at exploring how language teachers conceive language assessment and whether these conceptions differ according to teaching experience. Accordingly, prospective language teachers and language teachers with different years of teaching experience were asked to describe 'language assessment' using a metaphor. Metaphors obtained from the written descriptions of the participants were analyzed and separated by themes. The conceptions that were revealed were then compared and contrasted to see whether experience plays a role in the beliefs of language teachers regarding language assessment.