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    An emotional literacy improvement (elı) program for efl teachers: insiders’ views
    (2019) Tuyan Eraldemir, Seden
    If the challenges of today's world are to be met, then there is a need to give more prominence to emotion in education, i.e. indulging the personal, emotional and spiritual aspects of teaching, and promoting the teachers’ social-emotional competencies along with the schooling influence. In this respect, structuring the contents of in-service programs has gained vital importance in all fields of education including English Language Teaching (ELT). This action research study involved 17 EFL instructors to enhance their emotional literacy regarding learning in self and in others and consequently develop behaviors that would be caused by finding out about emotional intelligence. Relatedly, it was aimed to set up a framework of a teacher development program that the instructors at a foreign language school at a state university in Turkey improve their emotional literacy skills and create opportunities to impart these skills to their students as well as to people in their personal lives. The article reports on the participants’ and the researcher’s views regarding the maturation of an emotional literacy improvement program for in-service professional development purposes in ELT context.
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    From in-service to pre-service: a comparative look at my action research mentoring experience
    (2018) Tuyan Eraldemir, Seden
    Through the AR course, the students learned the basics of conducting action research, by focusing on their own teaching practice and preparing their action plan regarding an area of their teaching practice they would like to change or improve. Then, as a requirement of the course, they would present their plans to their peers and to the course tutor who also supervised the teaching practice. Only after clarifying their AR cycles, could the students start their implementations and collect their data. Studentteachers were also given critical feedback during their data collection process to help them interpret their collected data and see appropriate solutions regarding the issue they experienced in their teaching practice. As another requirement of the AR course, they were expected to write their reports in the form of assignments to be evaluated for their progress. In 2016, the MySIP project also encouraged the organisation of an in-house conference where students were provided with the opportunity to share their AR studies in the form of poster presentations at the end of the semester
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    Revisiting the socio-educational model of second language acquisition in Turkish tertiary EFL context
    (2019) Tuyan Eraldemir, Seden; Serindag, Ergün
    The aim of this study is to analyze and determine the various socio-psychological orientations of undergraduate students in learning English as a Foreign Language (EFL) to have a comprehensive overview. The study was originally intended by the school administration to improve the quality of instruction and promote positive attitudes by understanding individual students, mainly in terms of their language learning motivation and attitudes towards learning English. The participants were 793 university prep-year students studying a one-year EFL program to complete their postsecondary education in an English-medium state university in Turkey. The data were collected using Attitude-Motivation Test Battery (AMTB) (adapted Turkish version, Gardner, 2004). The collected data were analyzed using SPSS 23 software firstly to be able to display the current situation regarding the 6 constructs measured by AMTB, mainly; integrativeness, attitudes toward the learning situation, motivation, language anxiety, instrumental orientation and parental encouragement levels of Turkish tertiary students in EFL learning by gender and level of proficiency. The results of this study identified that Turkish EFL learners at tertiary level showed relatively high levels of the qualities measured by the AMTB constructs and their sub-scales, except in attitudes toward English speaking people and anxiety. As an interesting finding, the participating students of the study were found to be often anxious in participating the English classes and using English, while female students felt more discomfort concerning these issues.