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    An Investigation of Turkish EFL Teachers' Perceptions of Professional Identity
    (Çağ Üniversitesi, 2021) Keskin, Ahmet; Zaimoğlu, Senem
    Teacher professional identity molds teachers’ interpretation of their roles, educational reforms, changes in curricula, classroom practices, use of methods and techniques, and their relation to other significants in the educational context. From this point of view, this study aimed to find out Turkish EFL teachers’ perceptions of professional identity in relation to their commitment to ‘student needs’, ‘school issues’, and ‘personal growth and development’. This research also attempted to explore whether there was a significant difference in terms of teachers’ perceptions of professional identity according to various variables. The data were gathered from 200 EFL teachers. In this mixed method research, Teacher Professional Identity Scale and semi-structured interview questions were used to collect data. For quantitative data, descriptive, inferential, and correlational statistics were used while content analysis was carried out for qualitative data. The results unearthed that Turkish EFL teachers had a very strong professional identity and were mostly committed to personal growth and development, student needs, and school issues, respectively. Moreover, it was found that female teachers had a stronger identity and were more committed.
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    An Investigation of Turkish EFL Teachers’ Perceptions of Professional Identity
    (2021) Zaimoğlu, Senem; Keskin, Ahmet
    Teacher professional identity molds teachers’ interpretation of their roles, educational reforms, changes in curricula, classroom practices, use of methods and techniques, and their relation to other significants in the educational context. From this point of view, this study aimed to find out Turkish EFL teachers’ perceptions of professional identity in relation to their commitment to ‘student needs’, ‘school issues’, and ‘personal growth and development’. This research also attempted to explore whether there was a significant difference in terms of teachers’ perceptions of professional identity according to various variables. The data were gathered from 200 EFL teachers. In this mixed method research, Teacher Professional Identity Scale and semi-structured interview questions were used to collect data. For quantitative data, descriptive, inferential, and correlational statistics were used while content analysis was carried out for qualitative data. The results unearthed that Turkish EFL teachers had a very strong professional identity and were mostly committed to personal growth and development, student needs, and school issues, respectively. Moreover, it was found that female teachers had a stronger identity and were more committed.
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    An investigatıon of foreign language anxiety and its relation to self-efficacy in oral performance
    (2015) Zaimoğlu, Senem
    Much research stresses the significance of individual differences in foreign language learning (Brown, 2000; Dörnyei, 2005; Ehrman, Leaver & Oxford, 2003; Skehan, 1991). These studies not only try to reveal the effects of individual differences in the attainment of foreign language achievement but more importantly inform about the cognitive and affective factors which form the basis of individual differences in a language-learning environment (Tallon, 2009). While cognitive factors involve language learners’ “beliefs or perceptions about the objects or situations” (Gan, 2011, p. 68), affective factors include the emotional sides of language learners such as values, appreciation, attitudes, enthusiasms, feelings, motivations, personality, anxiety and self-efficacy (Bandura, 1997; Brown, 2000; Huitt, 2011; Skehan, 1989). Although many researchers generally focus on the cognitive sides of language learners, it is important to tap the importance of affective sides of language learners with regard to the outcomes of the learning process. Tallon (2009, p. 113) points out that “what the learner brings to the learning situation and how the learner feels can have an impact on what is learned.” In other words, a language learner’s positive or negative feelings have a great influence on their language learning.
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    Developing a scale for social-emotional foreign language learning in university contexts
    (Çağ Üniversitesi Sosyal Bilimler Enstitüsü, 2018) Zaimoğlu, Senem; Şahinkarakaş, Şehnaz
    Sayısı her geçen gün biraz daha artan araştırmalar, öğrencilerin bilişsel ve davranışsal gelişimi için sosyal ve duygusal becerilerini geliştirmenin gerekliliğine vurgu yapmaktadır (CASEL, 2012; Durlak, Weissberg, Dymnicki, Taylor, & Schellinge, 2011). Bu araştırmalar doğrultusunda, araştırmacılar, öğrencilerin sosyal ve duygusal becerilerini ölçmek için çok sayıda araç geliştirmişlerdir. Ancak, bu araçlar genel olarak, özellikle yabancı bir dil öğrenen üniversite seviyesindeki genç yetişkinler için değil de sosyal ve duygusal becerilerin öğrenme sürecinin bir parçası olarak görüldüğü ilkokul, ortaokul ve liselerdeki çocuklar için tasarlanmıştır. Bu açıdan bakıldığında, bu çalışma, üniversite öğrencilerinin yabancı dil öğrenirken, sosyal ve duygusal yetkinliklerini değerlendirmek için uygun bir araç geliştirerek bu boşluğu doldurmaya çalışmaktadır. Ölçeklerin faktör yapısı ve iç tutarlılığıyla ilgili veriler dört farklı zamanda toplam olarak da bir üniversitenin 1613 hazırlık okulu öğrencisine uygulanarak toplanmıştır. Sosyal-Duygusal Yabancı Dil Öğrenme Ölçeğinin (SEFLLS) temel bileşen analizi, üç faktörlü bir yapı ortaya koymuştur: Öz Düzenleme, Sosyal İlişkiler ve Karar Verme. Cevapların doğrulayıcı faktör analizlerine göre ise, model uyum değerlerinin kabul edilebilir olduğu gözlemlenmiştir. Çalışma sınırlamaları ve gelecekteki araştırmalar için açıklamalar ele alınmıştır.
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    Development of a social-emotional foreign language learning scale (SEFLLS) for young adults
    (2021) Zaimoğlu, Senem; Karakaş, Şehnaz
    The social and emotional challenges of adjusting to university are inherently different from those faced by primary and secondary school students. This article describes the development and evaluation of a new instrument to measure university students’socialemotional foreign language learning needs. A series of cross-sectional questionnaire surveys was conducted with four different samples of 1613 preparatory school students from a university to examine the psychometric properties of the 24-item SocialEmotional Foreign Language Learning Scale (SEFLLS). Results revealed a correlated three-factor structure: Self-regulation, Social Relations, and Decision-Making, with internal consistency values above .80. Scale scores provided evidence of adequate internal consistency and convergent validity. Confirmatory factor analysis attested to the discriminant validity of the scale. SEFLLS appears useful for research purposes with young adults at the university level, particularly those learning a foreign language. Limitations and directions for future research are discussed.
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    EFL INSTRUCTORS' APPROACHES AND PRACTICES OF INTERCULTURAL COMMUNICATIVE COMPETENCE
    (Erciyes Üniversitesi, 2024) Onursoy, Büşra; Zaimoğlu, Senem
    This study investigated the perceptions and practices of Foreign Language (EFL) instructors within English language classes related to intercultural communicative competence (ICC). The research was conducted using a mixed-methods approach and encompassed a study population of 129 EFL instructors working in both state and private universities across Turkey. The data were gathered meticulously through a questionnaire and a semi-structured interview. The data analysis from both the questionnaire and the interview indicated that Turkish EFL instructors have moderate and generally positive perceptions regarding the importance of ICC in second language (L2) education. Despite encountering time constraints and curriculum-related challenges, which often necessitate prioritizing linguistic aspects, the instructors emphasized the significance of incorporating cultural components into English language teaching and learning. This study sheds light on the pedagogical perspective held by EFL instructors, underscoring the intrinsic belief that the process of language acquisition should incorporate a cultural dimension of significance.
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    Exploring Research Trends in Sustainability in English Language Education from 2014 to 2024: A Bibliometric Analysis
    (Emrah EKMEKÇİ, 2024) Zaimoğlu, Senem
    Sustainability in language education is a multifaceted concept that encompasses environmental, linguistic, and educational dimensions. As the world deals with environmental challenges and the rapid loss of linguistic diversity, it becomes necessary to integrate sustainable practices into language education. Therefore, research on this field have become more widespread. Based on this, the purpose of this study is to review and identify the importance of sustainable practices in English language education field by conducting a bibliometric analysis of the literature related to Sustainability. This research makes a valuable contribution to the existing body of literature by examining the current state, identifying areas that need improvement, and suggesting possibilities for future research. The search involved combining topic-related keywords for 'sustainable' and 'English language education' within the time period from 2014 to 2024 in the Web of Science database (SSCI, SCI, SCI-E, and AHCI). The data was collected using a data extraction table from 1,523 articles that were analyzed using the VOS viewer data visualization tool. Out of the 1,523 papers identified in the initial search, the majority of the research was published in 2023. China, the USA, Spain, Czech Republic, and England emerged as the primary countries for these studies and citations, exhibiting a dominant presence. The primary three important terms for articles on 'sustainability' and 'English language education' are sustainability, higher education, and sustainable development. The findings suggest that sustainable approaches in the field of language teaching have experienced significant growth in literature in recent years. However, it can be stated that research is still limited in English language education. While there is a growing body of study addressing the theoretical aspects of sustainability, there remains a significant gap in empirical studies that explore the effectiveness of sustainable practices in real-world educational settings. Additionally, the geographical distribution of research indicates a concentration in certain countries, suggesting a need for more diverse and inclusive studies that consider different cultural and linguistic contexts. This bibliometric analysis underscores the necessity for future research to focus on developing actionable strategies, assessing their impact, and fostering international collaboration to promote sustainability in language education globally.
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    Teachers' and students' conceptions of assessment in a university EFL preparatory school context
    (Çağ Üniversitesi Sosyal Bilimler Enstitüsü, 2013) Zaimoğlu, Senem; Şahinkarakaş, Şehnaz
    Bu araştırmanın amacı, Üniversitenin Hazırlık Okulu Bölümündeki öğretmenlerinin ve öğrencilerinin ölçme ve değerlendirme sürecine ilişkin kavrayışlarını araştırıp belirlemektir.Her bir grup için düzenlenen araştırma gereçleri kullanılarak, öğretmenler ve öğrenciler demografik bilgilerini, ölçme ve değerlendirme sürecinde uyguladıkları yöntemleri girmişlerdir. Veri toplama sürecinde, araştırmacılar tarafından Türkçe'ye uyarlanan Öğretmenlerin Ölçme ve Değerlendirme Sürecine İlişkin Kavrayışları ölçeğinin 27 maddelik kısaltılmış haliyle Öğretmenlerin Ölçme ve Değerlendirme Sürecine İlişkin Kavrayışları ölçeğinin uyarlanmış hali olan Öğrencilerin Ölçme ve Değerlendirme Sürecine İlişkin Kavrayışları kullanılmıştır. Açıklayıcı Faktör Analizi sonuçları ölçeklerin aslına benzer yapıda olduğunu ve dört faktörden oluştuğunu göstermektedir. Faktör isimleri ölçeğin aslına uygun bir şekilde öğretmenler için Öğrenci Sorumluğu, Okul Sorumluluğu, Gelişim ve Önemsizlik, öğrenciler için ise Önemsizlik, Gelişim, Toplumsal Fayda ve Dışsal Yükleme olarak isimlendirilmiştir. Gruplar arasında istatistiksel olarak önemli farklar olup olmadığını incelemek için çoklu varyans analizi kullanılmıştır.Öğretmenlerin meslekteki hizmet yılları, öğretmenlerin ölçme ve değerlendirme süreci hakkındaki kavrayışları üzerinde anlamlı bir farklılığa yol açmamıştır.Ancak, öğretmenlerin cinsiyetleri ve eğitim seviyeleri Okul Sorumluluğu hakkındaki kavrayışları üzerinde, mezun oldukları yükseköğretim kurumları ise öğretmenlerin Gelişim hakkındaki kavrayışları üzerinde farklılığa yol açmıştır.Öğrencilerin ölçme ve değerlendirme süreci hakkındaki kavrayışları göz önünde bulundurulduğunda, çoklu varyans analizine göre, öğrencilerin mezun oldukları okulun ölçme ve değerlendirme süreci hakkındaki kavrayışları üzerinde anlamlı bir farklılığa yol açmadığı gözlenmiştir.Fakat öğrencilerin cinsiyetleri Önemsizlik hakkındaki kavrayışları üzerinde farklılığa yol açmıştır.
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    The relationship between foreign language anxiety and decision-making strategies among university students
    (2021) Zaimoğlu, Senem; Demir, Ayşe Nesil
    A growing number of studies have stressed the significance of foreign language anxiety in foreign language learning. However, these studies have generally demonstrated foreign language anxiety to be associated with foreign language achievement not with 21st century skills particularly decision-making strategies. Based on this, this study aims to identify the relationship between foreign language anxiety (FLA) and decision-making strategies among university students Moreover, university students’ demographic information such as gender, high-school background, and exposure to English was also investigated. The study adopted a survey-based research method. First, a demographic inventory was provided to participants to collect certain personal details for research questions. Then, two scales, Turkish adaptations of the Foreign Language Classroom Anxiety Scale (FLCAS) (Şakrak, 2009) and Decision-making Scale developed by Zaimoğlu (2018) were conducted to students respectively. The results indicated that FLA and Decision-making vary in terms of gender, language background, high school background and exposure to English levels separately. Furthermore, for students’ FLA and Decision-making strategies, a considerable negative difference was found. This study provides possible suggestions for future research, and makes implications for foreign language learning.
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    Understanding Foreign Language Teachers' Professional Identities Through the Use of Metaphors
    (Çağ Üniversitesi, 2022) Zaimoğlu, Senem
    This study has been conducted to gain insight about the way how language teachers see themselves as professionals and how they compose their identities. To deepen understanding how language teachers enact their professional identities, 32 English language teachers at the preparatory school of a university were asked to describe their professional identities as English teachers through the metaphor they chose. Both quantitative and qualitative methods of analysis were used in this study. In the qualitative method, the data were collected by an interview form with two parts with the help of observational notes and analyzed by using content analysis. In content analysis, the metaphorical expressions were structured into seven thematic categories such as Teacher as Guide, Teacher as Knowledge Provider, Teacher as Authority, Teacher as Nurturer, Teacher as Entertainer, Teacher as Craftsperson and Teacher as Captive. In the quantitative method, language teachers' metaphors were investigated to understand the relationship between teachers' conceptions of their professional identity and their gender. According to results, it was revealed that there was no difference in the teachers’ perceptions of their professional identities across genders. The findings of this study are believed to shed a light on language teacher education programs.